Literaturnachweis - Detailanzeige
| Autor/inn/en | Wagner, Bree; Cross, Donna; Adams, Emma; Symons, Martyn; Mazzucchelli, Trevor G.; Watkins, Rochelle; Wright, Edie; Latimer, Jane; Carapetis, Jonathan; Boulton, John; Fitzpatrick, James P. |
|---|---|
| Titel | RE-AIM Evaluation of a Teacher-Delivered Programme to Improve the Self-Regulation of Children Attending Australian Aboriginal Community Primary Schools |
| Quelle | In: Emotional & Behavioural Difficulties, 25 (2020) 1, S.42-58 (17 Seiten)
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| Zusatzinformation | ORCID (Wagner, Bree) ORCID (Cross, Donna) ORCID (Symons, Martyn) ORCID (Mazzucchelli, Trevor G.) ORCID (Carapetis, Jonathan) ORCID (Boulton, John) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-2752 |
| DOI | 10.1080/13632752.2019.1672991 |
| Schlagwörter | Emotional Disturbances; Indigenous Populations; Self Control; Executive Function; Prenatal Influences; Risk; Alcohol Abuse; Rural Areas; Intervention; Program Descriptions; Outcomes of Education; Foreign Countries; Partnerships in Education; Faculty Development; Teacher Attitudes; Program Effectiveness; Fetal Alcohol Syndrome; Behavior Problems; Classroom Techniques; Elementary School Students; Australia |
| 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 = 0.001). 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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