A study on the effects of a behavioral-management strategy on the efficiency in Special Education

A study on the effects of a behavioral-management strategy on the efficiency in Special Education - Improving Special Education (VSO)

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON35453

Enrollment

1070

Registered

2009-09-21

Start date

2009-09-01

Completion date

Unknown

Last updated

2024-05-06

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

emotional and behavioral problems

Interventions

Taakspel will be conducted for one year in the schools in the intervention conditions. Taakspel will be implemented in the schools as part of the regular curriculum. Teachers will perform Taakspel t

Eligibility

Age

12 Years to 17 Years

Inclusion criteria

Inclusion criteria: Alle kinderen die onderwijs volgen op één van de betrokken scholen voor cluster 4 voortgezet onderwijs worden geincludeerd, evenals hun ouders en de leerkrachten die op deze scholen onderwijs geven.

Exclusion criteria

Exclusion criteria: None

Design outcomes

Primary

Measure	Time frame
For the students in the intervention condition, as compared to the students in the control condition, we expect a reduction in problem-scores reported by teachers on the Problem Behaviors in Schools Interview (PBSI). We also expect a reduction in emotional and behavioral problems, reported by parents on the Child Behavior CheckList (CBCL). We aslo expect in teachers* wellbeing, as reflected in improvements on the UBOS-L and the Teacher Efficacy Scale. Moreover, we expect an improvement in the student-teacher interaction as reported by students on the VIL and by teachers on the LLRV. We also expect an increase in on-task behavior of students, an increase in the number of compliments given by teachers and a reduction in the number of negative corrections given by teachers, as assessed by classroom observations. We also expect an increase in instruction time used teachers, as assessed by the audiorecordings.	—

Measure

Time frame

For the students in the intervention condition, as compared to the students in the control condition, we expect a reduction in problem-scores reported by teachers on the Problem Behaviors in Schools Interview (PBSI). We also expect a reduction in emotional and behavioral problems, reported by parents on the Child Behavior CheckList (CBCL). We aslo expect in teachers* wellbeing, as reflected in improvements on the UBOS-L and the Teacher Efficacy Scale. Moreover, we expect an improvement in the student-teacher interaction as reported by students on the VIL and by teachers on the LLRV. We also expect an increase in on-task behavior of students, an increase in the number of compliments given by teachers and a reduction in the number of negative corrections given by teachers, as assessed by classroom observations. We also expect an increase in instruction time used teachers, as assessed by the audiorecordings.

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Secondary

Measure	Time frame
nvt	—

Countries

Netherlands

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)