Weymeis Henk, Van Leeuwen Karla, Braet Caroline
Department of Developmental, Personality, and Social Psychology, Ghent University, Ghent, Belgium.
Parenting and Special Education Research Unit, KU Leuven, Leuven, Belgium.
Front Psychol. 2021 Apr 27;12:579810. doi: 10.3389/fpsyg.2021.579810. eCollection 2021.
Children's readiness for school is often threatened by the occurrence of both externalizing and internalizing problems. Previous research has shown that Positive Behavioral Interventions and Supports (PBIS) is particularly effective for fostering children's behavioral skills and reducing externalizing problems. However, whether PBIS can enhance children's emotional skills and reduce internalizing problems is less clear. Therefore, TIME-IN was developed, which extends PBIS by also including emotional support systems. It was tested whether TIME-IN was effective for (a) improving emotion regulation and (b) reducing depressive symptoms. Furthermore, it was tentatively explored whether TIME-IN is accompanied by more than natural fluctuations in both children's externalizing and internalizing problems. The effectiveness of TIME-IN was evaluated in a non-randomized study, in which an intervention group was compared with a matched control group. Both research questions were addressed in a sample consisting of 81 children between 8 and 12 years of age with special educational needs. Questionnaires for teachers (i.e., TRF), children (i.e., FEEL-KJ and CDI), and their parents (i.e., CBCL) were administered at the beginning (T0) and the end of the school year (T1) using multi-informant assessment. Only indicative evidence was found for the hypothesis that TIME-IN improved children's emotion regulation. Practical implications, strengths, and limitations were discussed. This work was retrospectively registered at International Standard Registered Clinical/soCial sTudy Number (ISRCTN) registry ISRCTN54456609 (Weymeis, 2017). Registered 28 March 2017.
儿童入学准备往往受到外化问题和内化问题的威胁。先前的研究表明，积极行为干预与支持（PBIS）在培养儿童行为技能和减少外化问题方面特别有效。然而，PBIS是否能提高儿童的情绪技能并减少内化问题尚不清楚。因此，开发了“时间投入”（TIME-IN），它通过纳入情绪支持系统来扩展PBIS。研究测试了“时间投入”是否对（a）改善情绪调节和（b）减少抑郁症状有效。此外，还初步探讨了“时间投入”是否伴随着儿童外化问题和内化问题超出自然波动的变化。在一项非随机研究中评估了“时间投入”的有效性，其中将干预组与匹配的对照组进行了比较。这两个研究问题都是在一个由81名8至12岁有特殊教育需求的儿童组成的样本中进行探讨的。在学年开始时（T0）和学年结束时（T1），使用多信息源评估法对教师（即TRF）、儿童（即FEEL-KJ和CDI）及其父母（即CBCL）进行问卷调查。对于“时间投入”能改善儿童情绪调节这一假设，仅发现了指示性证据。讨论了实际意义、优点和局限性。这项研究已在国际标准注册临床/社会研究编号（ISRCTN）注册机构ISRCTN54456609（韦梅斯，2017年）进行了回顾性注册。于2017年3月28日注册。
