東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Child teacher relationship training ...

Gonzales, Terri Lynn.

Linked to FindBook

Google Book

Amazon

博客來

Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior./
Author:	Gonzales, Terri Lynn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	114 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3538101
ISBN:	9781267999276

Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior.
Gonzales, Terri Lynn.

Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 114 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--University of North Texas, 2012.

This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters' reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: etap2 =.173; DOF: etap 2=.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior.

ISBN: 9781267999276Subjects--Topical Terms:

2144793
School counseling.

Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior.
LDR:02739nmm a2200289 4500 001 2163110
005 20181022104652.5
008 190424s2012 ||||||||||||||||| ||eng d
020 $a 9781267999276
035 $a (MiAaPQ)AAI3538101
035 $a AAI3538101
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gonzales, Terri Lynn. $3 3351125
245 1 0 $a Child teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2012
300 $a 114 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Sue Bratton.
502 $a Thesis (Ph.D.)--University of North Texas, 2012.
520 $a This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters' reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: etap2 =.173; DOF: etap 2=.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior.
590 $a School code: 0158.
650 4 $a School counseling. $3 2144793
650 4 $a Early childhood education. $3 518817
690 $a 0519
690 $a 0518
710 2 $a University of North Texas. $b Counseling. $3 3351126
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 0158
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3538101