不同类型的治疗效应在令人难以置信的岁月教师课堂管理计划 - - 隐藏的个人资料方法
Håvard Horndalen Tveit1, Frode Stenseng2
1The Regional Centre for Child and Youth Mental Health and Child Welfare - Central Norway, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
概括
"令人难以置信的岁月"教师课堂管理计划 (IY TCMP) 根据儿童风险概况显示了各种各样的影响. 高风险儿童受益最多,而低风险儿童从干预中没有改善.
科学领域:
- 儿童心理学 儿童心理学
- 干预研究研究干预研究
- 教育心理学教育心理学
背景情况:
- 干预效应可以被群间分析掩盖,导致过度概括的结论.
- 众所周知,令人难以置信的多年教师课堂管理计划 (IY TCMP) 在总样本中减少了行为问题.
- 了解治疗变异性对于优化干预结果至关重要.
研究的目的:
- 在IY TCMP中使用隐性个人资料分析识别不同的儿童个人资料.
- 检查IY TCMP在已识别的儿童个人资料中的差异化治疗效应.
- 在干预研究中探索潜质分析的实用性,以发现异质性.
主要方法:
- 隐性个人资料分析用于儿童与老师关系,行为问题和社会能力的基线数据.
- 确定了三种不同的概况:高风险 (26.4%),中等风险 (42.8%) 和低风险 (30.7%).
- 在每个配置文件中分析了条件对时间的相互作用,以评估干预效应.
主要成果:
- 高风险档案显示,外部化问题和教师冲突显著减少,教师亲密度增加.
- 中等风险档案显示,教师与孩子的关系和社会能力有所改善.
- 低风险档案显示,IY TCMP干预没有显著影响.
结论:
- 隐形形状分析有效地揭示了干预研究中的样本内异质性.
- IY TCMP显示了差异化的治疗效果,对高风险儿童的最大益处.
- 根据已识别的风险概况定制干预措施可以提高治疗疗效.
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