This thesis aimed to determine the effectiveness of an 8-week teacher-delivered, manualised intervention based on the Alert Program®, for improving self-regulation and executive functioning skills of children attending Aboriginal community primary schools in remote Western Australia. A formative process and pilot study informed the protocol for a self-controlled cluster randomised controlled trial of the program in eight schools. Despite the null finding on the primary outcome measure of child behaviour change, this research found that upskilling teachers in self-regulation concepts has some benefits for both teachers and students, and provided information about program implementation in remote settings.
|Award date||2 Nov 2020|
|Publication status||Unpublished - 2020|
Take-down noticeEmbargoed from 10/11/2020 to 08/05/2021
Made publicly available on 08/05/2021