| 1. |
- Forster, Martin, et al.
(författare)
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A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior
- 2012
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Ingår i: Journal of Emotional and Behavioral Disorders. - : SAGE Publications. - 1063-4266 .- 1538-4799. ; 20:3, s. 169-183
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Tidskriftsartikel (refereegranskat)abstract
- This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active comparison group. Observer, teacher, and peer ratings were collected at pretest, posttest (6 months later), and follow-up (14 months after pretest). Significant intervention effects were found on student externalizing behavior and teacher behavior management at both posttest and follow-up. The intervention effect on student externalizing behavior was mediated by change in teacher behavior. Moderating effects of demographic and classroom variables were explored, as well as the social validity of the intervention. The results are discussed in relation to cost-effectiveness and feasibility of behavioral interventions in typical school settings.
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| 2. |
- Forster, Martin, et al.
(författare)
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Charlie och Komet : utvärdering av två lärarprogram för elever med beteendeproblem
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I de flesta klasser finns det elever med beteendeproblem. Dessa elever beskrivs ofta som svåra att undervisa, de kräver lärarens oavbrutna uppmärksamhet och uppfattas rent allmänt som besvärliga. Att tidigt uppvisa beteendeproblem innebär samtidigt ökad risk för olika typer av svårigheter senare i livet. Denna rapport utvärderar hur två lärarbaserade program kan hjälpa dessa elever. Resultaten baseras på 135 lärare från 63 skolor med elever i årskurs 1 och 2. Lärarna rekryterades under tre på varandra följande terminer. Lärarna fördelades slumpmässigt till utbildning i programmet KOMET eller CHARLIE. En del av lärarna som fick CHARLIE fick vänta i sex månader innan utbildningen påbörjades. På så sätt kunde effekterna av programmen jämföras med utvecklingen i en klass utan program. Från varje klass valdes en elev med beteendeproblem ut, det vill säga 135 elever. Denna rapport handlar om programmens effekter för dessa elever. Lärarskattningar, kamratskattningar, självskattningar och observationer genomfördes efter randomiseringen, efter sex månader och efter 14 månader. Resultaten visar inga statistiskt säkerställda skillnader mellan grupperna efter sex månader. Efter 14 månader hade eleverna i KOMET-gruppen mindre beteendeproblem, i synnerhet hyperaktivitet. De hade även mindre kamratproblem. KOMET hade även positiva effekter på lärarnas beteenden efter 14 månader. Det var drygt dubbelt så stor chans att en elev i KOMETgruppen skulle bedömas som ett lyckat fall efter 14 månader jämfört med en elev i CHARLIEgruppen.
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| 3. |
- Forster, Martin, 1971-
(författare)
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When Cheap is Good : Cost-Effective Parent and Teacher Interventions for Children with Externalizing Behavior Problems
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is strong empirical support for behavioral parent training (BPT) as an intervention for children with externalizing behavior problems (EBP). However, there is a lack of studies that have investigated the effectiveness of BPT in routine care. Furthermore, most families in need of service do not gain access to it. Another issue of concern is that a sizable portion of children who take part in BPT does not show clinical significant improvement. With regard to behavioral teacher training (BTT) for students with EBP, there is a paucity of intervention trials using randomized design. The training procedures have rarely been standardized, which have resulted in interventions that are dependent upon heavy involvement of external consultants. To improve the accessibility to service for students with EBP, intervention models that are feasible for typical school personnel need to be developed. Study I investigated the effects of BPT in routine care. The participants were randomized to BPT with full practitioner support (BPT-P), self-administered BPT with minimal practitioner support (BPT-S), or a waitlist control group (WL). The study showed that BPT implemented by briefly trained social service employees (BPT-P) resulted in at least as large effects as previous efficacy studies. PMT-S also showed significant effects compared to the WL, but was less effective than PMT-P. Improvements in child behaviors were mediated by improved parenting behaviors. Study II investigated the effects of an enhanced version of the BPT-program from study I. The program targeted families with risk factors for non-response that were referred to service within the social services. The results showed strong intervention effects on child EBP and parent anxiety/depression for enhanced BPT compared to regular BPT. Study III used a randomized design to evaluate the effects of a standardized and feasible BTT program. At both posttest and follow-up, significant effects favoring the BTT-group over the active control group were found on student EBP, teacher behavior management, and peer problems. The study also showed that the effect on student EBP was mediated by change in teacher behavior management.
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| 4. |
- Karlberg, Martin, 1969-
(författare)
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Skol-Komet : Tre utvärderingar av ett program för beteendeorienterat ledarskap i klassrummet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children who express externalizing behaviors in school are at greater risk of school failure and peer rejection. They are also at greater risk of developing antisocial behaviors, addiction to drugs, mental health problems and delinquency. Many teachers experience difficulties in working with pupils expressing externalizing behaviors. The aim of this thesis is to evaluate a classroom behavior management program called Comet. The main principle of Comet is to get the teacher to use effective strategies when the pupil who is targeted for intervention, and the rest of class, are behaving appropriately and inappropriately. Two versions of the program are evaluated in the thesis: Comet for teachers (Comet-T) and Comet for parents (Comet-P). Three studies are committed to evaluate Comet-T. In the first study Comet-T was compared to an active control group. 100 children (aged 8) were randomized into Comet-T or the control group. At post test and follow-up Comet-T received a better results in reducing externalizing problems, peer problems and teacher behavior management. An analysis of mediators showed that changes in teacher behaviors mediated externalizing behavior. In the second study, children (aged 6 -13) were randomized into two groups. 44 pupils received Comet-T and 42 pupils received a combined intervention consisting of Comet-T at school and Comet-P at home. At post test and follow-up the results show that the combination of Comet-T and Comet-P reduced the externalizing behaviors at home more than Comet-T (only). However, there were no significant differences between the two conditions regarding decrease in externalizing behaviors at school. In the third study Comet-T was compared to a brief version called Comet-TB. At post test Comet-TB had a greater reduction of externalizing behaviors compared to Comet-T. The studies conclude that teachers can use behavior management techniques to decrease externalizing behaviors in the classroom. Furthermore, teachers cannot rely on parent management programs in order to decrease externalizing problems in school. Instead, behavior problems in school need to be solved within school settings. Finally, even a brief program can be effective in order to decrease externalizing behaviors.
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| 5. |
- Kling, Åsa, et al.
(författare)
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A Randomized Controlled Effectiveness Trial of Parent Management Training With Varying Degrees of Therapist Support
- 2010
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Ingår i: Behavior Therapy. - Elsevier : Elsevier BV. - 0005-7894 .- 1878-1888. ; 41:4, s. 530-542
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the effectiveness of a Swedish parent management training (PMT) intervention for parents of children aged 3 to 10 within the context of regular social service. Self-referred parents of 159 children (aged 3–10) with conduct problems were randomly assigned to either eleven practitioner-assisted group sessions (PMT-P), or a single instructional workshop followed by self-administration of the training material (PMT-S), or a waitlist control group. Intent-to-treat analyses showed that both PMT-P and PMT-S improved parent competence and reduced child conduct problems compared to the waitlist at posttest. Both training conditions showed further significant improvements at the 6-month follow-up. In direct comparison, PMT-P was superior to PMT-S on measures of child conduct problems at both posttest and follow-up. Improvement in child conduct was mediated by improvement in parent competencies and homework fidelity. The findings in this study have implications for large-scale dissemination of parent management training through different means of delivery.
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| 6. |
- Linton, Steven J., 1952-, et al.
(författare)
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The secondary prevention of low back pain : a controlled study with follow-up
- 1989
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Ingår i: Pain. - : Elsevier. - 0304-3959 .- 1872-6623. ; 36:2, s. 197-207
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Tidskriftsartikel (refereegranskat)abstract
- The current investigation studied the effectiveness of a secondary prevention program for nurses with back pain who were deemed at risk for developing a chronic problem. A 2 × 3 repeated measures design was employed with 2 groups and 3 assessment periods. The treatment group received an intervention designed to reduce current problems, but above all to prevent reinjury and minor pains from becoming chronic medical problems, and it included a physical and behavioral therapy package. The control group was placed on a waiting-list. Results indicated that the treatment group had significantly greater improvements than the control group for pain intensity, anxiety, sleep quality and fatigue ratings, observed pain behavior, activities, mood, and helplessness. These differences were generally maintained at the 6 month follow-up. In addition, the treatment group broke a trend for increasing amounts of pain-related absenteeism, while the control group did not. Taken as a whole, the results suggest that a secondary prevention program aimed at altering life style factors may represent an effective method for dealing with musculoskeletal pain problems.
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