Samen sterker Terug Op Pad

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1 Samen sterker Terug Op Pad Multi-method approach to disruptive behavioural problems in young children: Results after 10 years of STOP4-7 in Belgium and the Netherlands. Wim De Mey & Inge Bastiaanssen Eusarf Groningen september 2010 The STOP4-7 7 programme Samen sterker Terug Op Pad Together stronger On Track Again An early intervention or prevention programme for children (4-7year) with disruptive behaviour disorders: Child social skills training Parent management training and home visits Classroom management training and school counseling

2 STOP4-7 7 programme The programme is manualized (De Mey, et al., 2005) There is a clear programme theory: the social learning theory as worked out by the Oregon Social Learning Centre (Dr. Patterson) Child social skills training - maimum of ten children (three trainers) - ten weeks/one day (9am to 3pm) a week - a very structured day schedule - a lot of compliments for small accomplishments - skills children need in social interactions and in school work (e.g. problem solving skills)

3 Parent management training Ten sessions/two hours per session Parenting skills: observing and tracking behavior positive reinforcement: giving compliments structuring the life of the child: routines, house rules, positive reinforcement: the use of a token economy disciplining: ignoring and using time-out disciplining: setting limits, using negative consequences problem solving controling own negative emotions listening to and talking with childen stimulating school work Classroom management training Four sessions (three hours): two trainers theoretical introduction the class as a stimulating learning environment: structure and encouragement positive reinforcement and token economy time-out disciplining the child programme: the learned skills the importance of and difficulties in teacher-parent contact

4 Time schedule: intervention and research Research design and instruments Moment/ Instrument CBCL (child behavior home) TRF (child behavior school) Pre (T1) Post (T1 + 3mths) Follow up (T1 + 9mths) SOG (parenting skills) PSOC (parental self-efficacy) Wally (child problem solving skills)

5 Reported research 1. pre post test quasi eperimental design: eperimental (team of the programme developers) versus control group (waiting list) 2. pre post test one group design: the implementation results over several locations in Flanders and the Netherlands Results part 1: results of the developers team The results are statistically significant The effect sizes are moderate to large Half of the children score below the clinical cutoff (CBCL) at post treatment The interaction effect - time (pre post test) and group (eperimental versus control group) is significant (p <.001) on the CBCL

6 Results: CBCL eternalizing Eperimental group (N=90) Waiting-list control group (N=46) Pre test (mean T-score and sd) (6.13) (5.87) Post test (mean and sd) (7.91) (5.85) Statistical significance.000 ns Effect size Results: interaction effect pre test post test eperimental control

7 Results part 2: CBCL eternalizing Flanders and the Netherlands Total sample (N=472) Flanders (N=287) The Netherlands (N=185) Pre test (mean T- score and sd) Post test (mean and sd) (8.09) (7.42) (9.04) (9.93) (9.91) (9.56) Statistical significance Effect size Results: TRF eternalizing Flanders and the Netherlands Total sample (N=342) Flanders (N=252) The Netherlands (N=90) Pre test (mean T- score and sd) Post test (mean and sd) (10.49) (11.02) (8.29) (8.80) (8.60) (8.47) Statistical significance Effect size

8 Correlations between child and parent behavior over time Eternalizing Behaviour Problems Start.28**.18* End.17**.29**.40** Follow up Parental Behaviour Start End Follow up N=161 ** p <.01, * p <.05 Van der Woude, Veerman & Bastiaanssen, 2009 Correlations between child and parent behavior over T1-T2 EXT T2-T3 EXT T1-T3 EXT T1-T2 PB T2-T3 PB T1-T3 PB *.29**.40**.18*.15.28** PB = Parental behaviour EXT = Eternalizing Behavior Problems ** p <.01, * p <.05

9 Conclusions and future work The intervention has significant positive outcomes, even in comparison with a waiting list control group, as reported by the parents. The intervention has significant positive effects, but with smaller effect sizes, as reported by the teachers. There are significant differences between the results in Flanders and the Netherlands. Can the difference in total problem score (CBCL) and in total problem score and eternalizing problems (TRF) eplain this difference in results? New time schedule: intervention and research

10 Thanks for your attention STOP Raas Van Gaverestraat 67a 9000 Gent

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