Samenvatting
In dit onderzoek werd een cognitief-gedragstherapeutische interventie in het basisonderwijs vergeleken met een wachtlijstconditie. Ook werd onderzocht of actieve participatie van leerkrachten dan wel psycho-educatie aan de leerkracht tot gunstiger behandeleffecten leidden. Het onderzoek werd uitgevoerd bij 173 kinderen van 8 tot en met 12 jaar, grotendeels afkomstig uit gezinnen met een laag tot gemiddelde SES (79 %) en met diverse etnische achtergronden (63 % van niet-Westerse origine). Trainers (n = 13) en co-trainers (n = 22) verzorgden de interventie in duo’s. De gegevens werden met behulp van Multilevel Analyse geanalyseerd en Cohen’s d werd berekend. Ouders en leerkrachten rapporteerden een significante afname van opstandig en antisociaal gedrag (Cohen’s d = 0,31). De verbeteringen bleken stabiel of namen toe bij follow-up (Cohen’s d = 0,39). Er werden geen effecten van de leerkrachtcondities gevonden direct na de behandeling, maar bij follow-up bleken leerkrachten uit de educatieve conditie minder probleemgedrag te rapporteren. Conclusie is dat behandeling van opstandig en antisociaal gedrag binnen de schoolcontext effectief kan zijn.
Abstract
The effectiveness of a school-based targeted intervention programme for disruptive behaviour was investigated by comparing the intervention condition to a waitlist control condition. Furthermore, the additional effects of active teacher training versus educational teacher training were compared. The children included (n = 173) were aged 8–12, from low or low-to-middle SES (79 %) and ethnically diverse (63 % of non-Western origin). Trainers (n = 13) offered the intervention together with co-trainers (n = 22). The data were analysed with multilevel analysis and Cohen’s d was calculated. Parents and teachers reported a significant decrease in oppositional and antisocial behavior (Cohen’s d = .31). The results remained stable or improved further at follow-up (Cohen’s d = .39). No post-treatment effects of the teacher condition were found, however at follow-up, the children from the educational condition fared significantly better. Children can benefit from school-based CBT for oppositional and antisocial behaviour.
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Het huidige artikel is een vertaalde en bewerkte versie van Liber, J.M, Boo, G.M. de, Huizenga, H.M., & Prins, P.J.M. (2013) School-based intervention for childhood disruptive behavior in disadvantaged settings: A randomized controlled trial with and without active teacher support. Journal of Consulting and Clinical Psychology, 81(6), 975–987.
Dit onderzoek werd mogelijk gemaakt dankzij financiering door ZonMW (157001016).
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Liber, J., de Boo, G., Huizenga, H. et al. Ik kies voor zelfcontrole: CGT op school bij gedragsproblemen. Kind Adolesc 36, 146–161 (2015). https://doi.org/10.1007/s12453-015-0093-0
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DOI: https://doi.org/10.1007/s12453-015-0093-0