School of Psychology, Brigantia Building, Bangor University, Bangor, LL57 2AS, Gwynedd.
Trials. 2011 Feb 11;12:39. doi: 10.1186/1745-6215-12-39.
School interventions such as the Incredible Years Classroom Dinosaur Programme targets pupil behaviour across whole classrooms, yet for some children a more intense approach is needed. The Incredible Years Therapeutic Dinosaur Programme is effective for clinically referred children by enhancing social, problem-solving skills, and peer relationship-building skills when delivered in a clinical setting in small groups. The aim of this trial is to evaluate the effectiveness of the Therapeutic Programme, delivered with small groups of children at high-risk of developing conduct disorder, delivered in schools already implementing the Classroom Programme.
METHODS/DESIGN: This is a pragmatic, parallel, randomised controlled trial.Two hundred and forty children (aged 4-8 years) rated by their teacher as above the 'borderline cut-off' for concern on the Strengths and Difficulties Questionnaire, and their parents, will be recruited. Randomisation is by individual within blocks (schools); 1:1 ratio, intervention to waiting list control. Twenty schools will participate in two phases. Two teachers per school will deliver the programme to six intervention children for 2-hours/week for 18 weeks between baseline and first follow-up. The control children will receive the intervention after first follow up. Phase 1 comprises three data collection points - baseline and two follow-ups eight months apart. Phase 2 includes baseline and first follow-up.The Therapeutic Programme includes elements on; Learning school rules; understanding, identifying, and articulating feelings; problem solving; anger management; how to be friendly; how to do your best in school. Primary outcomes are; change in child social, emotional and behavioural difficulties. Secondary outcomes are; teacher and parent mental wellbeing, child academic attainment, child and teacher school attendance. Intervention delivery will be assessed for fidelity. Intention to treat analyses will be conducted. ANCOVA, effect sizes, mediator and moderator analyses will be applied to establish differences between conditions, and for whom the intervention works best for and why.
This trial will provide information on the delivery and effectiveness of a child centred, school-based intervention delivered in small groups of children, at risk of developing more severe conduct problems. The effects on child behaviour in school and home environments, academic attainment, peer interactions, parent and teacher mental health will be assessed.
UK Clinical Research Network UKCRNID8615. Current Controlled Trials ISRCTN96803379.
学校干预措施，如“Incredible Years 课堂恐龙计划”，旨在针对整个班级的学生行为，但对于一些儿童，需要更强化的方法。当“Incredible Years 治疗恐龙计划”在临床环境中以小组形式提供时，对于临床转诊的儿童，通过增强社交、解决问题的技能以及同伴关系建立技能，是有效的。本试验的目的是评估在已经实施课堂计划的学校中，为有发展行为障碍高风险的儿童提供小组治疗计划的有效性。
方法/设计：这是一项实用的、平行的、随机对照试验。将招募 240 名（年龄 4-8 岁）被教师评为“优势与困难问卷”中“关注边界”以上的儿童，以及他们的父母。随机分组（学校），干预组与等待名单对照组的比例为 1:1。20 所学校将参与两个阶段。每个学校的两名教师将在基线和第一次随访之间，每周 2 小时，为 6 名干预儿童提供 18 周的课程。对照组的儿童将在第一次随访后接受干预。第一阶段包括三个数据收集点——基线和两次八个月的随访。第二阶段包括基线和第一次随访。治疗计划包括以下内容：学习学校规则；理解、识别和表达感受；解决问题；控制愤怒；如何友好相处；如何在学校尽最大努力。主要结果是：儿童社会、情感和行为困难的变化。次要结果是：教师和家长的心理健康、儿童学业成绩、儿童和教师的出勤率。干预的实施将进行可信度评估。将进行意向治疗分析。协方差分析、效应大小、中介和调节分析将用于确定条件之间的差异，以及干预对哪些儿童最有效，以及为什么。
本试验将提供有关在有发展更严重行为问题风险的儿童中，以小组形式提供以儿童为中心的、基于学校的干预措施的实施和有效性的信息。将评估儿童在学校和家庭环境中的行为、学业成绩、同伴互动、家长和教师的心理健康。
英国临床研究网络 UKCRNID8615。当前对照试验 ISRCTN96803379。
