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Effect of Key2Teach on Dutch Teachers' Relationships with Students with Externalizing Problem Behavior: A Randomized Controlled Trial

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Title: Effect of Key2Teach on Dutch Teachers' Relationships with Students with Externalizing Problem Behavior: A Randomized Controlled Trial
Language: English
Authors: Hoogendijk, Kirsten (ORCID 0000-0002-8209-7066), Holland, Judith G., Tick, Nouchka T., Hofman, Adriaan W. H., Severiens, Sabine E., Vuijk, Patricia, Maras, Athanasios, van Veen, Dolf
Source: European Journal of Psychology of Education. Mar 2020 35(1):111-135.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Behavior Problems, Teacher Student Relationship, Intervention, Coaching (Performance), Elementary School Teachers, Elementary School Students, Comparative Analysis, Teacher Attitudes, Conflict, Behavior Change, Program Descriptions, Foreign Countries
Geographic Terms: Netherlands
DOI: 10.1007/s10212-019-00415-x
ISSN: 0256-2928
Abstract: The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing problem behavior. However, such problem behavior often threatens the quality of the teacher-student relationship. Teacher-focused coaching intervention Key2Teach aims to improve elements of the relationship between teachers and students with externalizing problem behavior and consists of two phases and four building blocks. This intervention provides primary school teachers with insight into their mental representation of the relationship and opportunities to practice functional interaction skills. In a randomized controlled trial (RCT), effects of Key2Teach on different aspects of the relationship between teachers and students with externalizing problem behavior were examined. In two cohorts, 103 dyads consisting of a teacher and a student with externalizing problem behavior in grades 3-6 were assessed three times during a school year. Fifty-three dyads received the intervention (intervention group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported teacher-student closeness and conflict, and on teacher interaction skills in various domains. Results show a significant increase in closeness and a decrease in conflict as a result of Key2Teach, with substantial effect sizes. No effects on teacher interaction skills were found. This study indicates that Key2Teach may help teachers to improve elements of the relationship they have with students with externalizing problem behavior. Implications for practice and future research are discussed.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1245280
Database: ERIC
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  Data: Effect of Key2Teach on Dutch Teachers' Relationships with Students with Externalizing Problem Behavior: A Randomized Controlled Trial
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  Data: <searchLink fieldCode="AR" term="%22Hoogendijk%2C+Kirsten%22">Hoogendijk, Kirsten</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8209-7066">0000-0002-8209-7066</externalLink>)<br /><searchLink fieldCode="AR" term="%22Holland%2C+Judith+G%2E%22">Holland, Judith G.</searchLink><br /><searchLink fieldCode="AR" term="%22Tick%2C+Nouchka+T%2E%22">Tick, Nouchka T.</searchLink><br /><searchLink fieldCode="AR" term="%22Hofman%2C+Adriaan+W%2E+H%2E%22">Hofman, Adriaan W. H.</searchLink><br /><searchLink fieldCode="AR" term="%22Severiens%2C+Sabine+E%2E%22">Severiens, Sabine E.</searchLink><br /><searchLink fieldCode="AR" term="%22Vuijk%2C+Patricia%22">Vuijk, Patricia</searchLink><br /><searchLink fieldCode="AR" term="%22Maras%2C+Athanasios%22">Maras, Athanasios</searchLink><br /><searchLink fieldCode="AR" term="%22van+Veen%2C+Dolf%22">van Veen, Dolf</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Mar 2020 35(1):111-135.
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  Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1007/s10212-019-00415-x
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  Data: The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing problem behavior. However, such problem behavior often threatens the quality of the teacher-student relationship. Teacher-focused coaching intervention Key2Teach aims to improve elements of the relationship between teachers and students with externalizing problem behavior and consists of two phases and four building blocks. This intervention provides primary school teachers with insight into their mental representation of the relationship and opportunities to practice functional interaction skills. In a randomized controlled trial (RCT), effects of Key2Teach on different aspects of the relationship between teachers and students with externalizing problem behavior were examined. In two cohorts, 103 dyads consisting of a teacher and a student with externalizing problem behavior in grades 3-6 were assessed three times during a school year. Fifty-three dyads received the intervention (intervention group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported teacher-student closeness and conflict, and on teacher interaction skills in various domains. Results show a significant increase in closeness and a decrease in conflict as a result of Key2Teach, with substantial effect sizes. No effects on teacher interaction skills were found. This study indicates that Key2Teach may help teachers to improve elements of the relationship they have with students with externalizing problem behavior. Implications for practice and future research are discussed.
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