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Trial registered on ANZCTR

Registration number

ACTRN12615000756527

Ethics application status

Approved

Date submitted

17/05/2015

Date registered

21/07/2015

Date last updated

21/07/2015

Type of registration

Retrospectively registered

Titles & IDs

Public title

The effect of Teacher and Parent Training (called 'Hitkashrut') for Young Children with Conduct Problems

Scientific title

Teacher and Parent Training for Young Children with Conduct Problems: A Randomized Controlled Trial of Effectiveness, Change Mechanism, Mediation, and Moderation

Secondary ID [1]

Nil known

Universal Trial Number (UTN)

U1111-1170-2468

Trial acronym

Hitkashrut

Linked study record

Health condition

Health condition(s) or problem(s) studied:

early-onset conduct problems

Condition category

Condition code

Mental Health

Other mental health disorders

Intervention/exposure

Study type

Interventional

Description of intervention(s) / exposure

The proposed RCT of modular Teacher Training (TT) with/without Parent Training (PT) for early onset CP follows the development of Hitkashrut’s PT for preschoolers with CP and the completion of a 3-year RCT. Currently, Hitkashrut‘s PT is being disseminated, while a recently developed TT intervention has been implemented in 2013-4 by trained educational psychologists who are working in 6 cities that are already providing PT. Hitkashrut’s TT is a classwide program with an optional Individualized Positive Behavior Support component (IPBS). The modular design of TT and the option of a conjoining TTCI and PT enable the testing of interventions with increasing level of intensity. TT is our general term for teacher training. At minimum it is Teacher Training Classwide (TTC) and at maximum it is Teacher Training Classwide bolstered by the IPBS component (TTCI). The 4-group design includes the following conditions: 1. A no intervention Control group (CONT); 2. Teacher Training Classwide (TTC); 3. TTC bolstered by an IPBS component (TTCI); 4. TTCI with the addition of PT (TTCI+PT).
Interventions:
PT: PT groups of 5-7 couples (mother and father) meet for 14 two-hour weekly semi-structured sessions co-facilitated by two group leaders. The overall strategy focuses on reducing negative, coercive and inconsistent interactions while increasing security,regulation, and cooperation in parent-child, parent-teacher, and teacher-child relationships.
TT: Hitkashrut‘s model has been adapted to the kindergarten context. The 30-hour 10-session program incorporates established TT practices such as classroom management (e.g., the Good Behavior Game) that were culturally adapted, Teacher self-regulation, Discipline skills, etc. Altogether, the program reflects Hitkashrut’s strategic emphasis on strengthening secure, regulated, and cooperative relationships. For the TTC interventions, the teachers need to attend ten 3-hour training sessions. They begin to administer the intervention to students during the course of training. The additional component of TTCI intervention (IPBS) is administered when the teachers attend additional ten 3-hour training sessions. Again, they administer the intervention to students during the course of training.The IPBS is administered when the teachers create a contingency management intervention with an individual student. It is administered over a period of 2-3 month during which the teachers learn how to implement the intervention and are participating in the training.

Hitkashrut’s TT and PT incorporates at home/school behavioral management procedures that we term Individualized Positive Behavior Support (IPBS). IPBS targets both negative/inconsistent and positive parent/teacher practices.
(e.g., praise, tangible rewards, and differential reinforcement).

For groups that receive more than one intervention, the interventions are administered simultaneously.

Regarding strategies used to monitor adherence to the intervention, the facilitators monitor adherence during the training sessions by regularly opening each session with a report on the implementation of the interventions, followed by a discussion of specific problems or issues faced by the teachers. We also use program a program adherence questionnaire that is filled by teachers and facilitators at the end of training.

Intervention code [1]

Prevention

Intervention code [2]

Behaviour

Comparator / control treatment

The 4-group design has 72 children in each of the following conditions: 1. A no intervention Control group (CONT); 2. Teacher Training Classwide (TTC); 3. Teacher Training Classwide with IPBS (TTCI); 4. TTCI with the addition of PT (TTCI+PT).

Control group

Active

Outcomes

Primary outcome [1]

Children's conduct problems assessed by Eyberg Behavior Inventory )(ECBI) and the SDQ, as assesed by parents and teachers. We will also test this outcome by a puppet interview: The Berkeley Puppet Interview (BPI).

Timepoint [1]

Full assessments will be conducted before (T1), after the delivery of the 6-7 month interventions (T2), and at half-year follow-up (T3).

Secondary outcome [1]

children’s dispositions (assesed by parent/teacher): Effortful control assessed by Child Behavioral Questionnaire (CBQ).

Timepoint [1]

Full assessments will be conducted before (T1), after the delivery of the 6-7 month interventions (T2), and at half-year follow-up (T3).

Secondary outcome [2]

Parental practices assessed by the Alabama Parenting Questionnaire – Preschool, Revised (assesed by parents)

Timepoint [2]