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Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior./
Author:	Gonzales, Terri Lynn.
Description:	1 online resource (114 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
Subject:	School counseling. -
Online resource:	click for full text (PQDT)
ISBN:	9781267999276

Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior.
Gonzales, Terri Lynn.

Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior. - 1 online resource (114 pages)

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--University of North Texas, 2012.

Includes bibliographical references

This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters' reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: etap2 =.173; DOF: etap 2=.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781267999276Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior.
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500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
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504 $a Includes bibliographical references
520 $a This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters' reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: etap2 =.173; DOF: etap 2=.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior.
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538 $a Mode of access: World Wide Web
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