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Effectiveness of a teacher-based indicated prevention program for preschool children with externalizing problem
Julia Plueck1, Ilka Eichelberger, Christopher Hautmann
1Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany, Julia.Plueck@uk-koeln.de.
Summary
Teacher-led interventions effectively reduce preschooler externalizing behaviors and attention-deficit/hyperactivity disorder (ADHD) symptoms. This approach also improves teacher skills and reduces their burden, with lasting effects observed up to one year.
Area of Science:
- Child Psychology
- Educational Psychology
- Behavioral Interventions
Background:
- Externalizing behavior in preschoolers is prevalent and persistent, necessitating early intervention strategies.
- Parenting interventions improve child behavior, but their transferability to kindergarten settings is unproven.
- Teacher-led strategies in kindergarten offer a promising avenue for addressing externalizing behaviors.
Purpose of the Study:
- To evaluate the effectiveness of a teacher-based intervention module (PEP-TE) for preschoolers with externalizing problem behavior.
- To assess the impact of the intervention on child behavior problems, teacher behavior, and teacher burden.
- To examine the stability of treatment effects at 3- and 12-month follow-ups.
Main Methods:
- A within-subject control group design was employed with 144 teachers.
- Teachers identified one child (aged 3-6 years) with externalizing behaviors and rated child symptoms and their own behavior/burden.
- Changes were compared between a 3-month waiting period (control) and a 3-month treatment period, with follow-up assessments.
Main Results:
- Child externalizing behavior, ADHD, and oppositional defiant disorder scores significantly decreased during the treatment period compared to the waiting period.
- Teachers reported improved attending skills and reduced burden following the intervention.
- Observed treatment effects remained stable for up to one year in a subset of participants.
Conclusions:
- A teacher-implemented intervention alone can significantly improve preschooler externalizing behaviors.
- The intervention positively impacts teacher behavior and reduces their perceived burden.
- Evidence suggests the long-term stability of these beneficial effects.
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