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

Abstract

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2–13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher–child closeness, and small reductions in teacher–child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers’ well-being.

School-Based Interventions for Children with Behavioral Difficulties: The Lack of Implementation of Evidence- Based Practices

“…Surprisingly, only one of these interventions was offered in one of the 77 schools, whereas the other one was not used at all. Meta-analytic evidence also suggests that behavioral interventions targeted at the teacher of the child are the most effective school-based interventions for children with behavioral difficulties in primary school-age (Aldabbagh et al, 2022;Evans et al, 2018;Ward et al, 2022).…”

“…There are several effective school-based prevention and intervention programs for children with behavioral difficulties (for meta-analytic/systematic reviews, see Aldabbagh et al, 2022;Evans et al, 2018;Moore et al, 2018;Veenman et al, 2018;Ward et al, 2022;Wilson & Lipsey, 2007). Behavioral teacher training is recommended for behavioral difficulties such as ADHD by Dutch clinical guidelines (Akwa GGZ, 2019) Implementation of evidence-based interventions is challenging and there are several barriers which may limit their use (Dekkers et al, 2022;Thomm et al, 2021).…”

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

“…This agrees with the recommendations to evaluate the operationalization of the construct in a specific cultural, social, and professional framework [ 56 , 72 , 73 ], particularly one where prosociality becomes a relevant job skill [ 72 , 73 ] and—in the specific case of the context studied—authenticated by regulatory requirements [ 51 , 52 ]. Although possibly comparable in different degrees and forms of operationalization, the actions of helping [ 36 , 37 ], sharing [ 38 ], caring [ 39 , 40 , 41 ], and feeling empathy [ 32 , 43 , 44 , 45 , 46 , 47 , 48 ] constitute expressions of prosociality in various teaching scenarios, and it is displayed on multiple levels [ 1 ]. One is the micro-intrapersonal, which refers to dispositions and tendencies; another is the meso-intrapersonal, concerning behaviors directed to a person or small groups [ 1 ].…”

“…Among the prosocial teaching behaviors reported in the literature, there are different types of aid, such as the relational type [ 36 ] and the help deployed for students with behavioral problems [ 37 ]; both are influential in improving school coexistence. Another type of aid is the action of sharing.…”

The Effectiveness of Teaching the Teacher Interventions in Improving the Physical Activity among Adolescents in Schools: A Scoping Review

“…Additionally, TTT interventions have the potential to enhance the professional development of teachers [18]. By participating in these programs, teachers can expand their knowledge, refine their skills, align their attitudes and beliefs, and modify their behaviors, thereby contributing to their overall effectiveness in the classroom [19]. Through the teacher, TTT interventions may also help enhance the students' academic performance, drive, participation, and overall well-being [19].…”