An Intervention to Promote Adherence to Glasses Wearing among Urban Public Elementary School Students: Associations with Classroom Behavior

Autor/inn/en	Haag, Tania M.; Velazquez, Gabriela Calderon; Wiggins, Tresa; Spin, Paul; Johnson, Sara B.; Connor, Katherine A.
Titel	An Intervention to Promote Adherence to Glasses Wearing among Urban Public Elementary School Students: Associations with Classroom Behavior
Quelle	In: Journal of School Nursing, 38 (2022) 4, S.387-396 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Velazquez, Gabriela Calderon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840520963647
Schlagwörter	Elementary School Students; Urban Schools; Assistive Technology; Intervention; Student Behavior; Teacher Role; Elementary School Teachers; Program Effectiveness; Learner Engagement; Behavior Problems; Grade 1; Grade 2; Grade 3; Grade 4; Visual Impairments; School Nurses + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Student behaviour; Schülerverhalten; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Visual handicap; Sehbehinderung
Abstract	Glasses wearing at school remains low even when glasses are provided. This study investigated whether a classroom intervention to promote glasses wearing was associated with increased glasses wearing and improved classroom behavior. A pretest, posttest design was implemented with 44 students in Grades 1-4 at an urban public elementary school. Over 5 weeks, teachers encouraged eyeglass wearing through a classroom tracker, verbal reminders, and incentives. Glasses wearing and student behavior were monitored using the Direct Behavior Rating Scale of academic engagement and behavior for 13 weeks, including 4 weeks before and after the intervention. Glasses wearing increased from 56% to 73% (95% confidence interval [CI] = [0.08, 0.26]) in the first 2 weeks of the intervention, but not after a spring recess. The intervention was associated with significantly improved academic engagement (4.31%, 95% CI [2.17, 6.45]), respect (3.55%, 95% CI [1.77, 5.34]), and disruption (-4.28%, 95% CI [-6.51, -2.06]) compared to baseline. Higher academic engagement and disruption persisted 4 weeks after the intervention ended. A classroom-based glasses tracking and incentive system is associated with improved eyeglass wearing and classroom behavior among elementary students. A longer term randomized trial is needed to confirm these promising results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01