Evaluating the effectiveness of an evidence-based teacher training program promoting behavior

95 Pages·2013·1.71 MB·English

by  Aggarwal, Richa

Evaluating the effectiveness of an evidence-based teacher training program
promoting behavior management and social competence in at-risk preschool
children

A Thesis
Submitted to the Faculty of
Drexel University
by
Richa Aggarwal
in partial fulfillment of the
requirements for the degree
of
Master of Science in Psychology
May 2013
© Copyright 2013
Richa Aggarwal. All Rights Reserved

ii

Acknowledgements

I am extremely grateful for the support and feedback provided by my thesis
committee: Brian P. Daly, Ph.D., David DeMatteo, Ph.D., and Lisa Slade Martin, Ph.D. I
also thank Mr. Joe Martin and the children, teachers, and parents affiliated with Acclaim
Academy for their cooperation and patience in implementing this program at their school.
I also appreciate the help of Elizabeth Nicholls, M.I.T., who joined me in administering
the weekly sessions of this program and helped collaborate with the teachers at Acclaim
Academy. Thank you to Jena Shaw, M.S., for her statistical guidance. Finally, thank you
to Aimee Hildenbrand, B.S., Ana Prelic, B.S., Kate Waggoner, and Sofia Tamimi for
volunteering as independent observers throughout this project.
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Table of Contents
LIST OF TABLES ............................................................................................................. vi
LIST OF FIGURES .......................................................................................................... vii
ABSTRACT ..................................................................................................................... viii
CHAPTER 1: BACKGROUND AND LITERATURE REVIEW ......................................1

1.1 Behavior Management, Social Competence, and Emotional Regulation in At-Risk
Preschool Children ...........................................................................................................1

1.1.1 Teacher Management of Child Behavior in the Classroom ................................2
1.2 Evidence-Based Intervention Programs for Early Childhood Behavior Problems ....4
1.2.1 The Incredible Years Program Series ..................................................................6
1.2.2 The Incredible Years Teacher Classroom Management Program .......................8
1.3 Predictive Risk Factors and Moderators Associated with Treatment Outcome .......10
1.3.1 Theoretical Models of Family and Environmental Risk Factors .......................11
1.3.2 Risk Factors Moderating Treatment Outcome ..................................................12
1.3.3 Negative Life Events and Treatment Outcome .................................................14
CHAPTER 2: CURRENT STUDY ...................................................................................16
2.1 Study Rationale ........................................................................................................16
2.2 Aims and Hypotheses ...............................................................................................17
CHAPTER 3: METHOD ...................................................................................................19
3.1 Participants and Design ............................................................................................19
3.2 Procedure ..................................................................................................................20
3.3 Measures ...................................................................................................................22
3.3.1 Demographics ....................................................................................................23
3.3.2 Child Social and Behavioral Measures ..............................................................23
iv

3.3.2.1 Parent Report .............................................................................................23
3.3.2.2 Teacher Report ...........................................................................................24
3.3.2.3 Independent Observations ..........................................................................24
3.3.3 Negative Life Events Measures .........................................................................26
3.3.3.1 Parent Report of Child’s Life Events .........................................................26
3.3.3.2 Parent Report of Own Life Events .............................................................27
3.4 Statistical Plan ..........................................................................................................27
3.4.1 Power Analysis ..................................................................................................28
3.4.2 Attrition .............................................................................................................29
CHAPTER 4: RESULTS ...................................................................................................30
4.1 Per-Protocol Sample Characteristics ........................................................................30
4.2 Behavior Problems ...................................................................................................31
4.2.1 Comparison of pre- and post-test parent reports of behavior problems between
the treatment and control groups ................................................................................31

4.2.2 Comparison of pre- and post-test teacher reports of behavior problems between
the treatment and control groups ................................................................................31

4.2.3 Follow-up analyses: Comparison of highest vs. lowest pre-test quartiles in the
treatment group ...........................................................................................................32

4.3 Social and Emotional Competence ..........................................................................33

4.3.1 Comparison of pre- and post-test parent reports of social and emotional
competence between the treatment and control groups ..............................................33

4.3.2 Comparison of pre- and post-test teacher reports of social and emotional
competence between the treatment and control groups ..............................................33

4.3.3 Follow-up analyses: Comparison of highest vs. lowest pre-test quartiles in the
treatment group ...........................................................................................................33

4.4 Independent Observation Ratings of Behavior Problems ........................................34
v

4.5 Negative Life Events ................................................................................................35
4.6 Intent to Treat Analyses ...........................................................................................35
CHAPTER 5: DISCUSSION .............................................................................................35
5.1 Limitations ...............................................................................................................38
5.2 Directions for Future Research.................................................................................41
5.3 Conclusions ..............................................................................................................43
LIST OF REFERENCES ...................................................................................................44
APPENDIX A: TABLES ...................................................................................................57
APPENDIX B: MEASURES .............................................................................................57
vi

List of Tables
Table 1. Child, parent, and teacher demographics for per-protocol sample ......................57
Table 2. Results of Repeated Measures ANOVAS: Between Group Differences on Pre-
and Post-test Parent Reports and Teacher Reports of Behavior Problems (N=26) ...........59

Table 3. Results of Repeated Measures ANOVAS: Between Group Differences on Pre-
and Post-test Parent Reports and Teacher Reports of Social and Emotional Competence
(N=26) ................................................................................................................................60

Table 4. Results of Repeated Measures ANOVAS: Between Group Differences on Pre-
and Post-test Independent Observations of Behavior Problems (N=11) ...........................61

Table 5. Results of Moderator Analyses via Repeated Measures ANOVAs: Moderating
relationship of Negative Life Events (NLE) on Treatment Outcome (N = 13, N=7) ........62

Table 6. Results of Intention to Treat (Last Observation Carried Forward) Analyses:
Overall Between Group Differences on Pre- and Post-test Parent, Teacher, and
Independent Observation Reports of Behavior (N=31) .....................................................64
vii

List of Figures
Figure 1. Demographic Information Form – Child Version ..............................................66
Figure 2. Demographic Information Form – Parent Version .............................................68
Figure 3. Demographic Information Form – Teacher Version ..........................................69
Figure 4. Eyberg Child Behavior Inventory (ECBI) ..........................................................70
Figure 5. Social Competence Scale Parent (P-COMP) ......................................................72
Figure 6. Sutter-Eyberg Student Behavior Inventory – Revised (SESBI-R) .....................73
Figure 7. Social Competence and Behavior Evaluation – Preschool Edition (SCBE) ......75
Figure 8. Direct Behavior Rating (DBR) Form: 3 Standard Behaviors .............................77
Figure 9. Coddington Life Events Scale – Preschool (CLES-PS) .....................................78
Figure 10. Life Experiences Survey (LES) ........................................................................80
viii

Abstract
Evaluating the effectiveness of an evidence-based teacher training program promoting
behavior management and social competence in at-risk preschool children
Richa Aggarwal, B.A.
Brian P. Daly, Ph.D.

Background and Objectives: Without early intervention, emotional, social, and
behavioral problems in young children can lead to academic problems, unhealthy
relationships, school drop-out, and antisocial behavior (Conroy & Brown, 2004).
Implementing evidence-based intervention programs for teachers and children at the
preschool or early school-age level, especially in at-risk populations, is a promising
method of interrupting this progression from early conduct problems to later delinquency
and academic failure (Weist, Evans, & Lever, 2003). Few studies have examined
whether specific risk factors attenuate the effectiveness of such programs. More
specifically, the extent to which negative life events potentially influence the
effectiveness of a teacher-training program is still poorly understood. Therefore, the
goals of the current study were: 1) to examine changes in behavior problems and socio-
emotional competency in preschool children participating in an evidence-based teacher
training intervention as compared to children in a control group (per parent and teacher
pre- and post- test reports); 2) to compare changes in the behavior (academically
engaged, respectful, disruptive) of preschool children participating in an evidence-based
teacher training intervention as compared to children in a control group over a course of
15 weeks (per independent observation ratings); and, 3) to investigate the potential
moderating impact of the number of negative life events on the treatment outcome of
preschool children who participate in an evidence-based teacher training intervention.