RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Wagner, Bree; Cross, Donna; Adams, Emma; Symons, Martyn; Mazzucchelli, Trevor G.; Watkins, Rochelle; Wright, Edie; Latimer, Jane; Carapetis, Jonathan; Boulton, John; Fitzpatrick, James P.
• Is Part Of: Emotional and behavioural difficulties. Volume 25:Issue 1(2020)
• Page Start: 42
• Page End: 58
• Publication Date: 2020-01-02
• Subjects: School-based evaluation -- intervention -- fetal alcohol spectrum disorder -- Indigenous -- self-regulation -- executive functioning; Adjustment disorders in children -- Periodicals; Special education -- Periodicals; Behavior disorders in children -- Periodicals; 371.9305
• DOI: 10.1080/13632752.2019.1672991
• Languages: English
• ISSNs: 1363-2752

Abstract

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.