Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

Abstract

Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

“…These can have adverse effects on personal relationships (Omar et al 2020 ), cause academic burnout (Singh et al 2020 ), lead to a lack of sleep (Campbell et al 2018 ), hinder academic performance (Langtree et al 2018 ), cause avoidant behavior (Mitchell, 2020 ), and cause difficulty in in adjusting to the university (Akram et al 2020 ). Furthermore, teachers also find it challenging to teach students with social or emotional behavioral challenges, which affects the relationship between teachers and students in the classroom (Hoogendijk et al 2020 ).…”

Systematic Review and Meta-Analysis of the Effectiveness of Teacher Delivered Interventions for Externalizing Behaviors

“…All observational measures except for Downer et al ( 2018 ) consisted of rating scales. Four studies (Baker-Henningham & Walker, 2018 ; Conroy et al, 2015 ; Downer et al, 2018 ; Sutherland et al, 2020 ) were MPROX and the other four (Hickey et al, 2017 ; Hoogendijk et al, 2020 ; Reinke et al, 2014 ; Stoiber & Gettinger, 2011 ) were PBLIND. There was an insufficient number of blinded studies that represent the view of the person closest to the person unaware of treatment allocation to conduct a separate PBLIND outcome.…”

“…The eighth component of (best in class) was placed in one platform. In the coaching session, the teacher and the coach will go through the information in the model and then coaches provide feedback for the video that was sent using the app 14 coaching sessions via Zoom USA Downer et al ( 2018 ) Video feedback and consultation Behavior management strategies The early childhood consultation model (Learning to Objectively Observe Kids (LOOK) helps teachers’ selection and behavioral strategies, using data from video feedback and validated measures and forming a social-emotional teaching strategy Fall and spring of 2014–2015 USA Gonzales-Ball & Bratton, ( 2019 ) A 30-min video recorded play session was also preformed weekly on a “child of focus.” Phase 1 was a 10-session protocol, including two full days of didactics (5 sessions), then seven weeks of 1-h group training (5 sessions) USA Phase 2 training included in-class coaching Hickey et al ( 2017 ) IY TCM training + using videotape modeling IY TCM training + using videotape modeling, role plays, and group discussion 5 sessions (one per month), and one phone call during one interval between monthly session Ireland Hoogendijk et al, ( 2018 , 2020 ) Key2Tech Developing a teacher-focused coaching system (Key2Teach for primary school children) to help improve STR, with the key elements involving interaction; insight into mental representation of the STR; and polishing teachers’ interactive skills Both phases involved 12 sessions and 2 videotaped lessons: four sessions (phase 1) and eight sessions (phase 2) Netherlands Coaching in functional behavior analysis Key2Tech comprised two phases and four building blocks Phase 1: Offering the teacher insights into TSR using elements of functiona...…”

“… * The following papers between brackets are one study using the same sample but reporting different outcomes (Baker-Henningham & Walker, 2018 ; Baker-Henningham et al, 2012 ), (Baker-Henningham et al, 2009a , 2009b ), (Conroy et al, 2018 , 2019 ; Sutherland et al, 2018a , 2018b ), (Hoogendijk et al, 2018 , 2020 ), (LoCasale-Crouch et al, 2018 ; Williford et al, 2017 ), (Vancraeyveldt et al, 2015a , 2015b ), (Veenman et al, 2017 , 2019 ) …”

“…In some cases, this paper estimated missing data using the method described by Hozo et al (2005) to calculate the mean and estimate the standard deviation (Wan et al, 2014). Missing data for three studies meant that it was impossible to obtain or *The following papers between brackets are one study using the same sample but reporting different outcomes (Baker-Henningham & Walker, 2018;Baker-Henningham et al, 2012), (Baker-Henningham et al, 2009a, 2009b, (Conroy et al, 2018(Conroy et al, , 2019Sutherland et al, 2018aSutherland et al, , 2018b, (Hoogendijk et al, 2018(Hoogendijk et al, , 2020, (LoCasale-Crouch et al, 2018;Williford et al, 2017), (Vancraeyveldt et al, 2015a(Vancraeyveldt et al, , 2015b, (Veenman et al, 2017(Veenman et al, , 2019 (Achenbach & Rescorla, 2000); CTRS, Conners Teacher Rating Scale (Goyette et al, 1978); DPICS, Dyadic Parent Child Inter-active Coding System (Eyberg & Robinson, 1981); EBP, Externalizing Behavior Problems; ECBI, Eyberg & Pincus (Eyberg, 1999); MOOSES, Multi-Option Observation System for Experimental Studies (Tapp et al, 1995); MPROX, Most Proximal; OREVS, Observer Rating of Ecobehavioral Variables Scale (Chandler et al, 1999); PBLIND, Probably Blinded; PBQ, Preschool Behavior Questionnaire (Behar, 1977); PRO, Prosocial; SCP, Social Competence Performance Checklist (Stoiber, 2004); SDQ, Strengths and Difficulties Questionnaire …”