Enhancing social inclusion of children with externalizing problems through classroom seating arrangements: A randomized controlled trial

Contains fulltext : 183346.pdf (publisher's version ) (Open Access)Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.11 p

Stay Cool Kids?! Effectiveness, Moderation and Mediation of a Preventive Intervention for Externalizing Behavior

Stable externalizing behavior in childhood places children at risk for the development of a chronic and persistent pattern of externalizing behavior problems. Preventive interventions that aim to interrupt this developmental trajectory are crucial. Until now, no evidence-based intervention for children with elevated levels of externalizing behaviors existed in the Dutch School context. First, we conducted a meta-analysis on international studies of school-based indicated interventions and found that individually delivered interventions are effective in reducing externalizing behavior (d = .28), increasing prosocial behavior (d = .43) and changing social cognitive functioning (d = .82). Next we examined the effectiveness of Stay Cool Kids, a preventive intervention for externalizing behavior. Moreover, we tested for whom and how the intervention works. This study used a cluster Randomized Controlled Trial with 48 elementary schools (264 fourth-grade children with elevated levels of externalizing behavior)in the Netherlands, that were randomly assigned to the intervention or no-intervention control condition. Results showed that Stay Cool Kids reduced reactive and proactive aggressive behavior (mean effect sizes on aggressive behavior were .22, .29, .25 and .21 according to children, teachers, mothers, and fathers, respectively). Moreover, the effect of the intervention was clinically significant, because participation in the intervention resulted in differences in the child’s functioning from clinical to sub-clinical or normative levels of externalizing behavior according to teachers. Some aspects of problems in social cognitive functioning were reduced (approval of aggression, d = .22) and children showed more positive self-perception (d = .49). The results of follow-up assessment showed that Stay Cool Kids resulted in sustained reduction in teacher reported aggression, when children moved to fifth grade. Results from the moderation analyses showed that boys, immigrant Dutch children, children who are moderately conscientious (organized and planful) and less extraverted (sociability and agency) benefitted more from the intervention on specific outcomes at short-term. In addition, less extraverted children showed stronger intervention effects immediately after the intervention, and effects at follow-up were stronger for these children. Tests of the theoretical model of Stay Cool Kids, proposing that changes in social cognitions would lead to changes in behavior, revealed that an increase in positive self-perception resulted in a decrease in child aggressive behavior. Child participation in the intervention resulted in an increase in maternal involvement, which in turn resulted in decreases in aggression. Altogether, the studies in this dissertation show that Stay Cool Kids can reduce externalizing behavior (reactive and proactive aggression, clinical externalizing behavior) across settings (school and home), in boys and girls and in children with different ethnic backgrounds. Effect sizes of Stay Cool Kids were similar to findings in international meta-analyses and can be considered as small to medium. It is important to realize that (maintenance of) effects of the intervention were not the same for all children. These results underline the importance of personalized mental health care adapted to children’s specific needs

Moderators and mediators of parenting program effectiveness

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Alles Kidzzz: Een individuele interventie op de basisschool voor leerlingen met gedragsproblemen (2de ed.)

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Moderators and mediators of treatments for youth who show externalizing problem behavior

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Dataset belonging to Enhancing social inclusion of children with externalizing problems through classroom seating arrangements: A randomized controlled trial

Item does not contain fulltextInclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems

Dataset belonging to Enhancing social inclusion of children with externalizing problems through classroom seating arrangements: A randomized controlled trial

Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems

'Ga lekker zitten...': Nieuwe inzichten voor het maken van een klasindeling

Item does not contain fulltextEen schoolgaand kind brengt een groot deel van de dag door in ee klas, omringd door klasgenoten. De klasgenoten die naast elkaar zitten zullen ook het meest met elkaar praten en samenwerken. De plek in de klas lijkt hierme heel bepalend voor de sociale interacties en het sociale klimaat in de klas. Leerkrachten staan dan ook meerdere keren per jaar voor de lastige keuze: wie zet ik waar neer in de klas en wie zet ik naast elkaar? Toch is er maar weinig bekend over het belang van een goede klasindeling voor de sociale ontwikkeling. Om hier meer zicht op te krijgen hebben de auteurs drie studies uitgevoerd naar het belang van fysieke afstand in de klas en de sociale relaties tussen klasgenoten. Zo hebben ze onderzocht of fysieke nabijheid in de klas samenhangt met de sociale status van hun kinderen, hun vriendschappen en ook met peergroups. Bovendien hebben de auteurs onderzocht wat er gebeurt als leerlingen die elkaar niet aardig vinden dichter bij elkaar worden geplaatst. De resultaten geven aan dat fysieke nabijheid in de klas uniek geassocieerd is aan vriendschap en peergroups en ook verschillend is voor jongens en meisjes. Samenhang met de sociale status werd eveneens gevonden. Zorgvuldige manipulatie van de fysieke afstand tussen leerlingen in de klas kan de negatieve relaties tussen klasgenoten verbeteren en tot op zekere hoogte ook het algehele klimaat in de klas.7 p

Differential susceptibility or diathesis stress? Testing longitudinal associations among parenting, temperament and children’s problem behavior

In this study we investigated longitudinal associations among parenting, children's temperamental negative affectivity, and internalizing and externalizing behavior. Second, we tested whether findings confirmed the diathesis-stress model or differential susceptibility theory when conducting stringent interaction tests. The sample included 129 children and their families. Parenting quality (age 5) was measured by parent–child interaction observations. Parents evaluated child negative affectivity (age 7) and teachers reported on problem behavior (age 12). Multiple regression analyses revealed an interaction effect of negative affectivity and parenting on externalizing behavior. Visual inspection suggested ‘for better and for worse’ effects of parenting for children with negative affectivity. However, more stringent tests failed to show convincing evidence for differential susceptibility theory. For internalizing behavior, negative affectivity may render children vulnerable regardless of parenting. Our results point at the importance of further testing interaction effects to distinguish between differential susceptibility theory and the diathesis-stress model