RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-01-02 DOI:10.1080/13632752.2019.1672991

Bree Wagner, D. Cross, E. Adams, M. Symons, T. Mazzucchelli, Rochelle E. Watkins, Edie Wright, J. Latimer, J. Carapetis, J. Boulton, James P Fitzpatrick

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引用次数: 6

Abstract

ABSTRACT Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.

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RE-AIM对一项教师授课方案进行评估，该方案旨在提高澳大利亚土著社区小学儿童的自我管理能力

在澳大利亚西北部土著社区的研究发现，执行功能和行为调节是儿童的重要问题。已知产前接触酒精和不良童年经历是自我调节和执行功能受损的风险因素，这些风险因素存在于偏远社区。作为回应，双方建立了合作伙伴关系，试用基于Alert Program®的教师自我调节干预。在评估学生成果的同时，本文通过RE-AIM框架的五个维度(Reach, Efficacy, Adoption, implementation, Maintenance)描述了干预措施的实施和对教师的影响。训练有素的课堂教师(n = 29)在8周内为学生讲授了8节Alert Program®课程。通过教师培训和学生出勤数据，以及培训前和干预后教师问卷，评估了影响和实施结果。数据分析采用配对样本t检验和描述性统计。在干预后，81%至100%的规定课程得以实施，教师对自我调节和警报程序®的理解显著提高(n = 14, p≤0.001)。大多数教师(88%)报告说，由于干预措施改变了他们的教学和行为管理做法，并同意向报告胎儿酒精谱系障碍和自我调节障碍发生率高的地区的学生教授警报计划®是有益的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.