RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools

Bree Wagner, Donna Cross, Emma Adams, Martyn Symons, Trevor G. Mazzucchelli, Rochelle Watkins, Edie Wright, Jane Latimer, Jonathan Carapetis, John Boulton, James P. Fitzpatrick

Research output: Contribution to journalArticle

Abstract

Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.

Original languageEnglish
JournalEmotional and Behavioural Difficulties
DOIs
Publication statusE-pub ahead of print - 7 Oct 2019

Fingerprint

Students
Teaching
Fetal Alcohol Spectrum Disorders
Western Australia
Practice Management
Executive Function
Maintenance
Alcohols
Self-Control
Teacher Training
Surveys and Questionnaires

Cite this

@article{105e1cc2c945426195bf465c4d5efe3c,
title = "RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools",
abstract = "Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program{\circledR}. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program{\circledR} lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100{\%} of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program{\circledR} improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88{\%}) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program{\circledR} to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.",
keywords = "executive functioning, fetal alcohol spectrum disorder, Indigenous, intervention, School-based evaluation, self-regulation",
author = "Bree Wagner and Donna Cross and Emma Adams and Martyn Symons and Mazzucchelli, {Trevor G.} and Rochelle Watkins and Edie Wright and Jane Latimer and Jonathan Carapetis and John Boulton and Fitzpatrick, {James P.}",
year = "2019",
month = "10",
day = "7",
doi = "10.1080/13632752.2019.1672991",
language = "English",
journal = "Emotional and Behavioural Difficulties",
issn = "1363-2752",
publisher = "Routledge",

}

RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools. / Wagner, Bree; Cross, Donna; Adams, Emma; Symons, Martyn; Mazzucchelli, Trevor G.; Watkins, Rochelle; Wright, Edie; Latimer, Jane; Carapetis, Jonathan; Boulton, John; Fitzpatrick, James P.

In: Emotional and Behavioural Difficulties, 07.10.2019.

Research output: Contribution to journalArticle

TY - JOUR

T1 - RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools

AU - Wagner, Bree

AU - Cross, Donna

AU - Adams, Emma

AU - Symons, Martyn

AU - Mazzucchelli, Trevor G.

AU - Watkins, Rochelle

AU - Wright, Edie

AU - Latimer, Jane

AU - Carapetis, Jonathan

AU - Boulton, John

AU - Fitzpatrick, James P.

PY - 2019/10/7

Y1 - 2019/10/7

N2 - Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.

AB - Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.

KW - executive functioning

KW - fetal alcohol spectrum disorder

KW - Indigenous

KW - intervention

KW - School-based evaluation

KW - self-regulation

UR - http://www.scopus.com/inward/record.url?scp=85074010200&partnerID=8YFLogxK

U2 - 10.1080/13632752.2019.1672991

DO - 10.1080/13632752.2019.1672991

M3 - Article

JO - Emotional and Behavioural Difficulties

JF - Emotional and Behavioural Difficulties

SN - 1363-2752

ER -