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ERIC Number: EJ1061190
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 85
ISSN: ISSN-0144-3410
Teacher-Reported Effects of the Playing-2-Gether Intervention on Child Externalising Problem Behaviour
Vancraeyveldt, Caroline; Verschueren, Karine; Van Craeyevelt, Sanne; Wouters, Sofie; Colpin, Hilde
Educational Psychology, v35 n4 p466-483 2015
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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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium