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A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
Socialtjänstförvaltningen i Stockholm, The city of Stockholm's executive office.
College of Education, University of Arizona, USA.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
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2012 (English)In: Journal of Emotional and Behavioral Disorders, ISSN 1063-4266, E-ISSN 1538-4799, Vol. 20, no 3, 169-183 p.Article in journal (Refereed) Published
Abstract [en]

This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active comparison group. Observer, teacher, and peer ratings were collected at pretest, posttest (6 months later), and follow-up (14 months after pretest). Significant intervention effects were found on student externalizing behavior and teacher behavior management at both posttest and follow-up. The intervention effect on student externalizing behavior was mediated by change in teacher behavior. Moderating effects of demographic and classroom variables were explored, as well as the social validity of the intervention. The results are discussed in relation to cost-effectiveness and feasibility of behavioral interventions in typical school settings.

Place, publisher, year, edition, pages
2012. Vol. 20, no 3, 169-183 p.
Keyword [en]
Behavior management, Functional behavioral assessment, Externalizing behavior, Randomized controlled trials, externalizing, efficacy/effectiveness, behavioral, functional, cost-effectiveness
National Category
Applied Psychology
Research subject
Clinical Psychology
Identifiers
URN: urn:nbn:se:uu:diva-129356DOI: 10.1177/1063426610387431ISI: 000307643200004OAI: oai:DiVA.org:uu-129356DiVA: diva2:343034
Available from: 2010-08-11 Created: 2010-08-11 Last updated: 2017-12-12Bibliographically approved
In thesis
1. When Cheap is Good: Cost-Effective Parent and Teacher Interventions for Children with Externalizing Behavior Problems
Open this publication in new window or tab >>When Cheap is Good: Cost-Effective Parent and Teacher Interventions for Children with Externalizing Behavior Problems
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

There is strong empirical support for behavioral parent training (BPT) as an intervention for children with externalizing behavior problems (EBP). However, there is a lack of studies that have investigated the effectiveness of BPT in routine care. Furthermore, most families in need of service do not gain access to it. Another issue of concern is that a sizable portion of children who take part in BPT does not show clinical significant improvement. With regard to behavioral teacher training (BTT) for students with EBP, there is a paucity of intervention trials using randomized design. The training procedures have rarely been standardized, which have resulted in interventions that are dependent upon heavy involvement of external consultants. To improve the accessibility to service for students with EBP, intervention models that are feasible for typical school personnel need to be developed.

Study I investigated the effects of BPT in routine care. The participants were randomized to BPT with full practitioner support (BPT-P), self-administered BPT with minimal practitioner support (BPT-S), or a waitlist control group (WL). The study showed that BPT implemented by briefly trained social service employees (BPT-P) resulted in at least as large effects as previous efficacy studies. PMT-S also showed significant effects compared to the WL, but was less effective than PMT-P. Improvements in child behaviors were mediated by improved parenting behaviors. Study II investigated the effects of an enhanced version of the BPT-program from study I. The program targeted families with risk factors for non-response that were referred to service within the social services. The results showed strong intervention effects on child EBP and parent anxiety/depression for enhanced BPT compared to regular BPT. Study III used a randomized design to evaluate the effects of a standardized and feasible BTT program. At both posttest and follow-up, significant effects favoring the BTT-group over the active control group were found on student EBP, teacher behavior management, and peer problems. The study also showed that the effect on student EBP was mediated by change in teacher behavior management.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2010. 92 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 60
National Category
Applied Psychology
Research subject
Clinical Psychology
Identifiers
urn:nbn:se:uu:diva-129357 (URN)978-91-554-7861-2 (ISBN)
Public defence
2010-09-24, Eva Netzelius-salen (BH/10:K102), Blåsenhus, Von Kraemers allé 1, Uppsala, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2010-09-03 Created: 2010-08-11 Last updated: 2010-09-06Bibliographically approved

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Karlberg, MartinMelin, Lennart

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