Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour |
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| Authors: | Caroline Vancraeyveldt Karine Verschueren Sanne Van Craeyevelt Sofie Wouters Hilde Colpin |
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| Institution: | Faculty of Psychology and Educational Sciences, University of Leuven, KU Leuven, Belgium |
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| Abstract: | This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher–child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher–child dyads (N = 175) from 46 schools were randomly assigned to an intervention or a control (i.e. education as usual) condition. Teacher-rated questionnaires were collected before, during and after the implementation of the intervention. The results of latent growth modelling indicated that intervention boys, compared with control boys, showed a larger decrease in EPB. |
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| Keywords: | externalising problem behaviour teacher–child interactions intervention preschool |
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