Assessment of the intervention process with teacher to prevent children behavior problems

Fava, Débora Cristina; Andretta, Ilana; Marin, Angela Helena

doi:10.1590/1982-0275202340e210002

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Estudos de Psicologia (Campinas)

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RESEARCH REPORT | School and Educational Psychology • Estud. psicol. 40 • 2023 • https://doi.org/10.1590/1982-0275202340e210002 copy

Assessment of the intervention process with teacher to prevent children behavior problems

Avaliação do processo de intervenção com professores para prevenção a problemas de comportamento infantil

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Objective

The prevalence of emotional and behavioral problems reaches 30% of school-age Brazilians. Management by teachers can reinforce such difficulties and, therefore, it is essential to assess interventions to provide them with the best tools available. In this study, it was aimed to present the development and implementation of the Facilitating Contact with Students Program was implemented in early grade teachers.

Method

The process of two modalities of this Program was evaluated: G1 (with a full program) and G2 (with a partial program, without the cognitive model contents, only instruction about behavioral management techniques and socioemotional support).

Results

The G1 gave better scores to the intervention on the importance and usefulness of the contents.

Conclusion

The teacher’s knowledge regarding the cognitive model is relevant for the modification of disruptive behaviors of students in the classroom.

Keywords
Child behavior; Cognitive behavioral therapy; Process assessment; School teacher

Module	Contents
1- Cognitive-behavioral model	- How does our mind work? - Why do we think the way we do? - How is the thought pattern built? - Principles of the cognitive-behavioral approach: Thought can be monitored. Thought can be changed. * By modifying the thought, it is possible to change the behavior. - Self-monitoring applied to the school context. - Cognitive distortions in the context of the teacher. - Modification of cognitive distortions and the impact on behavior towards the student.
2- Socio-emotional development and socio-emotional education	- What socio-emotional development is. - What socio-emotional skills / competences are. - How socioemotional skills are acquired. - The relationship between socio-emotional skills, child development, and behavior. - Helping children identify and manage emotions. - Emotional self-awareness and emotional regulation of the teacher.
3- Interaction styles between teacher and student and active observation of child behavior	- What are the styles of interaction between adults and children? - What are the consequences of interaction styles on the behavior of children? - Support and validation of emotion in students. - Definition of child behavior problems and expected behavior according to age group. - Active observation. - Principles of functional behavior analysis applied to the school context. - Maintenance of the behavior problem. - Principles of operant conditioning (behavior modification).
4- Management of dysfunctional behavior and promotion of functional and assertive behaviors	- Types of consequences for dysfunctional behaviors in the classroom. - Social reinforcement in the school context. - Resolution of social conflicts. - Promoting understanding and empathic and prosocial conducts among children (direct interventions and class assemblies). - Classroom routine. - Use of visual cues. - Distraction as a disruptive behavior modification technique. - Dealing with children who exhibit aggressive behavior. - Group points system for behavior modification and encouraging good behavior.

		Variables	G1	G2	p
		Variables	%		p
Activity organization
		Premises and facilities			0.33
		Poor	00.5	–
		Fair	07.3	12.4
		Good	62.4	48.5
		Excellent	29.8	39.2
			N = 386	N = 97
Teaching material (PowerPoint slides and use of whiteboard)					0.09
		Poor	–	–
		Fair	01.0	2.1
		Good	30.7	38.5
		Excellent	68.3	59.4
			N = 388	N = 96
Training workload (two shifts for G2 and four shifts for G1)					0.36
		Poor	03.0	01.0
		Fair	01.5	07.2
		Good	55.0	48.5
		Excellent	43.2	43.3
			N = 391	N = 97
Coordinator
Coordinator’s knowledge regarding the contents					0.09
		Good	11.7	18.6
		Excellent	88.3	81.4
			N = 392	N = 97
Availability of the coordinator to answer questions					0.28
		Fair	01.8	01.0
		Good	20.2	26.5
		Excellent	78.0	72.4
			N = 391	N = 98
Relationship between theory and practice					0.25
		Fair	02.3	6.1
		Good	33.3	34.7
		Excellent	64.4	59.2
			N = 390	N = 98
Teaching and didactic methodology					0.25
		Fair	00.5	1.0
		Good	30.6	36.1
		Excellent	68.9	62.9
			N= 392	N = 97
Contents
Participant’s prior knowledge of the subject					0.22
		None	011.5	5.2
		Low	81.3	88.7
		High	07.2	6.2
			N = 391	N = 97
Importance of contents					0.03^* * Significance level: p < 0.05.
		Low	01.3	5.3
		High	98.7	94.7
			N = 378	N = 94
Usefulness of contents					0.02^* * Significance level: p < 0.05.
		Low	01.6	6.4
		High	98.4	93.6
Self-assessment
	Feeling of well-being				0.00^* * Significance level: p < 0.05.
		Poor	01.5	-
		Fair	11.0	04.1
		Good	73.2	67.3
		Excellent	14.3	28.6
			N = 392	N = 98
Perception of having slept well last night					0.23
		Poor	3.6	02.0
		Fair	22.4	19.4
		Good	58.4	59.2
		Excellent	15.6	19.4
			N = 392	N = 98
Difficulties in eating before the intervention					0.05^* * Significance level: p < 0.05.
		Yes	9.2	3.1
		No	90.8	96.9
			N = 391	N = 98
Difficulties getting ready to leave home					1.00
		Yes	9.5	09.2
		No	90.5	90.8
			N = 391	N = 98
Feeling of being involved with the meetings					0.63
		Yes	98.7	97.9
		No	1.3	2.1
			N = 390	N = 96
Activity organization
Premises and facilities					0.33
		Poor	0.5	–
		Fair	7.3	12.4
		Good	62.4	48.5
		Excellent	29.8	39.2
			N = 386	N = 97
Teaching material (PowerPoint slides and use of whiteboard)					0.09
		Poor	–	–
		Fair	1.0	2.1
		Good	30.7	38.5
		Excellent	68.3	59.4
			N = 388	N = 96
Training workload (two shifts for G2 and four shifts for G1)					0.36
		Poor	3.0	1.0
		Fair	1.5	7.2
		Good	55.0	48.5
		Excellent	43.2	43.3
			N = 391	N = 97
Coordinator
Coordinator’s knowledge regarding the contents					0.09
		Good	11.7	18.6
		Excellent	88.3	81.4
			N = 392	N = 97
Availability of the coordinator to answer questions					0.28
		Fair	1.8	1.0
		Good	20.2	26.5
		Excellent	78.0	72.4
			N = 391	N = 98
Relationship between theory and practice					0.25
		Fair	02.3	06.1
		Good	33.3	34.7
		Excellent	64.4	59.2
			N = 390	N = 98
Teaching and didactic methodology					0.25
		Fair	00.5	01.0
		Good	30.6	36.1
		Excellent	68.9	62.9
			N = 392	N = 97
Contents
Participant’s prior knowledge of the subject					0.22
		None	11.5	05.2
		Low	81.3	88.7
		High	07.2	06.2
			N = 391	N = 97
Importance of contents					0.03^* * Significance level: p < 0.05.
		Low	01.3	05.3
		High	98.7	94.7
			N = 378	N = 94
Usefulness of contents					0.02^* * Significance level: p < 0.05.
		Low	01.6	06.4
		High	98.4	93.6
			N = 385	N = 94
Self-assessment
		Feeling of well-being			0.00^* * Significance level: p < 0.05.
		Poor	01.5	-
		Fair	11.0	04.1
		Good	73.2	67.3
		Excellent	14.3	28.6
			N = 392	N = 98
Perception of having slept well last night					0.23
		Poor	03.6	02.0
		Fair	22.4	19.4
		Good	58.4	59.2
		Excellent	15.6	19.4
			N = 392	N = 98
Difficulties in eating before the intervention					0.05^* * Significance level: p < 0.05.
		Yes	09.2	03.1
		No	90.8	96.9
			N = 391	N = 98
Difficulties getting ready to leave home					1.00
		Yes	9.5	09.2
		No	90.5	90.8
			N = 391	N = 98
Feeling of being involved with the meetings					0.63
		Yes	98.7	97.9
		No	01.3	02.1
			N = 390	N = 96

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[1] Correspondence to: D. C. FAVA. E-mail: deborafava@gmail.com.