Team members then meet with representative teachers and parents at each school. Lastly, because little is known about how parenting interventions work see Stolk et al.
During the same time period, children participated in INSIGHTS classroom activities, using puppets, flashcards, workbooks, and videotapes to help them solve daily dilemmas — for instance, having a substitute teacher or a play date at an unfamiliar house — and understand how individuals differ.
Visual materials including puppets and video-taped vignettes, and a detailed procedure manual, also were developed and assessed in the same manner McClowry, ab.
Missing data rates at baseline for the participants were within acceptable limits for use of this method of imputation from. Puppets and other drama techniques are used to teach the children that, based on temperament, various situations are easy for some individuals while challenging for others.
Thus, the predictors included parental depression, child gender, child temperament, and intervention type. Both versions have dimensions derived from principal factor analysis: All procedures were approved by university and school district research boards.
In the schools that were assigned to the attention control condition, a Read Aloud program was offered to the participating children. Fifty-six percent of the children were male. A session-by-session description of the parent and teacher program is presented in Appendix A.
Before the intervention, facilitators enrolled in a graduate-level course on temperament theory, parenting practices, behavior management strategies, and sociocultural issues.
Due to the young age of the children, only the parent version was used.
Maternal depression was measured using the 6-item depression subscale of the Brief Symptom Index BSIwhich has a reported alpha of. These items are listed in Appendix B. They also are assisted in reframing their perceptions of a child by understanding that no temperament is ideal in every situation.
Initially, paired-samples t tests were conducted to see if parents reported a change in parenting efficacy over the course of the intervention; then, a change score was calculated.
In this study, parents were interviewed and asked to indicate whether or not each of the problems was exhibited by their child during the previous week. Procedures This quasi-experimental study built on a community partnership from the previous study. Fewer empirical studies, however, have examined programs that enhance the effectiveness of teachers in managing behavior problems in the classroom.
The impact on the parents and teachers will also be examined.
The first step included variables for child gender, parental depression, child temperament, and intervention type. Meanwhile, interventions that increase parental sensitivity and appropriate discipline have more of an influence on reducing externalizing behaviors among children with challenging temperaments than other children Mesman et al.
Teachers from the schools were paid a small stipend to conduct the ten-week after-school program. The demographic characteristics of teachers who declined to participate were similar to those who agreed. In addition, children in a collaborative version of the program with joint parent and teacher sessions demonstrated more rapid decreases in disruptive behavior than children in a parallel version with separate parent and teacher sessions.
Among the outcomes that will be studied are student academic achievement and classroom behavior, including aggression, engagement, attentiveness and the teacher-child relationship. Finally, a multiple regression model was used to examine, first, whether change in parenting sense of efficacy was related to disruptive behaviors at assessment point 5 and, second, whether changes in parenting efficacy were a mechanism through which intervention type parallel vs.
They also received training using scripted manuals and drama therapy techniques. The repeated measures were the parental reports of child problem behavior on the PDR over the five time periods between baseline and posttest.
In addition, they learn how various responses influence their interactions with a child and subsequent behavior. Instead a temperament-based parent or teacher strategy would assist the child in dividing an assignment in more manageable segments coupled with recognition for each portion completed.
Education varied substantially among the caregivers: School-age temperament is defined as the consistent behavioral style that a child demonstrates across a variety of settings and circumstances, particularly those that involve stress or change McClowry, Then missing data was replaced using the SPSS The parents also were interviewed at baseline with the Disruptive Module of the Diagnostic Interview for Children and completed the Brief Symptom Index to assess parental depression.
Items are rated along a 6-point Likert-type scale, ranging from 1 strongly disagree to 6 strongly agreewith higher scores indicating a higher sense of self-efficacy. This unconditional growth model served as the baseline to which predictors were added to investigate the influence of intervention type and child and family characteristics on disruptive behavior problem scores during the intervention.
Individual growth modeling allows one to model change over time in an outcome with repeated measures. Parents were interviewed with the PDR every 2 weeks. Parent ratings ranged from 4.
A minute information session inviting the first and second grade teachers to participate was held at each of the participating schools. The majority of the participants are expected to be African American.
The number of child problem behaviors at home declined consistently over the five time periods.In this article, we investigate the effectiveness of INSIGHTS into Children’s Temperament (INSIGHTS), a temperament-based preventive intervention, in reducing the disruptive behavior problems of young children from low-income, urban families.
This study investigated the efficacy of INSIGHTS into Children's Temperament (INSIGHTS) in supporting the behaviors and engagement of low-income kindergarten and first-grade children with high-maintenance ultimedescente.comTS is a temperament-based social–emotional learning intervention that includes teacher, parent, and classroom programs.
Participants in the study included N = In this study the authors examined the efficacy of a temperament-based SEL intervention, "INSIGHTS into Children's Temperament" ("INSIGHTS"), in supporting the behaviors and academic engagement of children in urban, low-income schools during kindergarten and first grade with a focus on students with high maintenance temperament.
The primary aim of this study is to test the effectiveness of INSIGHTS, a temperament-based, comprehensive selective prevention intervention for inner city minority school-age children.
AbstractWe investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors.
Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition.
Kindergarten and first-grade classrooms (n = ) were observed in the fall. This study explores the role of child temperament profiles and child gender on children’s standardized academic outcomes following participation in a school-based, temperament intervention.
Study participants included kindergarten students attending urban, low-income schools.Download