Aldabbagh R, Glazebrook C, Sayal K, Daley D
Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK.
Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK.
J Behav Educ. 2022 Sep 3:1-42. doi: 10.1007/s10864-022-09491-4.
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.
本系统评价和荟萃分析基于教师和儿童的结果，探讨支持有外化行为儿童的教师干预措施的有效性。使用5个电子数据库进行了系统检索。从5714篇论文中，纳入了31篇直接针对教师实施且旨在使教师和/或有外化行为的儿童受益的干预措施的论文。该评价聚焦于与2至13岁儿童合作的合格教师。当前荟萃分析的结果显示，教师干预对教师和儿童的结果有积极影响，包括增加使用适合教师的策略，以及师生亲密关系有显著且适度的改善，师生冲突有小幅减少。对于儿童的结果，干预措施减少了外化行为问题和多动症症状，并增强了亲社会行为。仅对品行问题进行了一项完全盲法分析，结果显示干预措施有适度但显著的减少作用。这些发现为支持教师干预对有外化行为的教师和儿童的作用提供了证据。未来的研究应包括更多的盲法测量，以便能证实接近真实情况的结果。应开展更多研究以评估教师干预对教师幸福感的影响。
