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dc.contributor.authorAldabbagh, Reem
dc.contributor.authorGlazebrook, Cris
dc.contributor.authorSayal, Kapil
dc.contributor.authorDaley, David
dc.date.accessioned2022-09-22T10:56:06Z
dc.date.available2022-09-22T10:56:06Z
dc.date.issued2022
dc.identifier.citationAldabbagh, R., Glazebrook, C., Sayal, K. & Daley, D. (2022). Systematic review and meta-analysis of the effectiveness of teacher delivered interventions for externalizing behaviors. Journal of Behavioral Educations, DOI: 10.1007/s10864-022-09491-4en_US
dc.identifier.other10.1007/s10864-022-09491-4
dc.identifier.urihttp://hdl.handle.net/20.500.12904/15788
dc.description© The Author(s) 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.en_US
dc.description.abstractThis systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.
dc.description.urihttps://link.springer.com/article/10.1007/s10864-022-09491-4en_US
dc.language.isoenen_US
dc.subjectAttention deficit disorder with hyperactivityen_US
dc.subjectChild behavioren_US
dc.subjectEducationen_US
dc.titleSystematic review and meta-analysis of the effectiveness of teacher delivered interventions for externalizing behaviorsen_US
dc.typeArticleen_US
rioxxterms.funderDefault funderen_US
rioxxterms.identifier.projectDefault projecten_US
rioxxterms.versionNAen_US
rioxxterms.typeJournal Article/Reviewen_US
refterms.dateFOA2022-09-22T10:56:06Z
refterms.panelUnspecifieden_US
refterms.dateFirstOnline2022-09-03
html.description.abstractThis systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.en_US
rioxxterms.funder.project94a427429a5bcfef7dd04c33360d80cden_US


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