The main goal of this study is to test the effects of a classroom-based behavior-management strategy (Taakspel) on the emotional and behavioral functioning of the students, the wellbeing and perceived efficacy of the teachers, and the teacher-…
ID
Source
Brief title
Condition
- Psychiatric and behavioural symptoms NEC
Synonym
Research involving
Sponsors and support
Intervention
Outcome measures
Primary outcome
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.
Secondary outcome
nvt
Background summary
Over recent years, there has been an increase in pressure on special education
in the Netherlands . There has been a significant increase in children assigned
to special education, and the waiting lists are still expanding. The emotional
and behavioral problems of the special education students are a complicating
factor for effective teaching. For instance, a substantial amount of teacher's
time is spent on regaining order in the classroom instead of focus on effective
instruction, and students are struggling with on-task behavior due to their
psychiatric problems. Special education teachers emphasize the need for
effective ways to cope with the behavioral and emotional problems of their
students. Taakspel, the Dutch translation of the Good Behavior Game, will be
implemented on a regular basis in Dutch special secondary education. However,
no studies have been conducted to investigate the effects of this
classroom-based management strategy in special education schools.
Study objective
The main goal of this study is to test the effects of a classroom-based
behavior-management strategy (Taakspel) on the emotional and behavioral
functioning of the students, the wellbeing and perceived efficacy of the
teachers, and the teacher-student interaction in special education. Expected
effects of implementing Taakspel are a reduction of students* emotional and
behavioral problems, an increase of students' on-task behavior and an increase
in instruction time, an improvement in teachers* welllbeing and improvements in
the teacher-student relationship.
Study design
Students and classes attending the participating 'Taakspel' schools will be
compared with control schools. At five moments during the research period,
student reports and teacher reports of childrens* behavior will be collected.
Also, five classroom observations of teacher and children*s behavior will be
conducted and five audiorecordings of teachers* instruction will be made. At
three moments during the research period, parents will be requested to complete
a questionnaire.
Intervention
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 three days a week and will be
instructed in how to conduct the program. The program consists of three phases,
in which the rules of the program are extended from three times a week to the
generalisation phase, in which Taakspel will be played during the entire day
and other schoolsettings.
Study burden and risks
At five time points during the implementation of Taakspel, student- and teacher
reports on the students behavior will be collected. At three time points,
parent reports are collected. Completion of the questionnaires will take twenty
minutes for the student- and parent reports reports and two hours for the
teacher reports. Also, during the study period, five classroom observation will
be conducted by a research-assistant and five audiorecordings of teacher*s
instruction will be made. No risks are invoved in participation in this study.
Mathenesserlaan 2010
3014 HH Rotterdam
NL
Mathenesserlaan 2010
3014 HH Rotterdam
NL
Listed location countries
Age
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
None
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
No registrations found.
In other registers
| Register | ID |
|---|---|
| CCMO | NL28706.097.09 |
| Other | TC=2123 |