caa a22 4500 606154167 CHVBK 20210128100557.0 cr unu---uuuuu 210128e20150201xx s 000 0 eng 10.1007/s11121-014-0487-x doi (NATIONALLICENCE)springer-10.1007/s11121-014-0487-x Effectiveness of a Teacher-Based Indicated Prevention Program for Preschool Children with Externalizing Problem Behavior [Elektronische Daten] [Julia Plueck, Ilka Eichelberger, Christopher Hautmann, Charlotte Hanisch, Nicola Jaenen, Manfred Doepfner] Externalizing behavior is common in preschool children and shows stability over the lifespan implying that strategies for early intervention and prevention are needed. Improving parenting reduces child behavior problems but it is unproven whether the effects transfer to kindergarten. Strategies implemented directly by teachers in the kindergarten may be a promising approach. The effectiveness of the teacher's module of the Prevention Program for Externalizing Problem Behavior (PEP-TE) was investigated in a study using a within-subject control group design. Each of the 144 teachers enrolled identified one child with externalizing problem behavior (aged 3-6years) and rated that child's behavior problems [broadband externalizing, attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder] as well as their own behavior (attending skills) and burden by the child. Changes in child symptoms and teacher behavior or burden during the 3-month waiting period (control) and 3-month treatment period were compared. Stability of treatment effects at both 3- and 12-months follow-up after treatment was examined. Multilevel modeling analyses showed that, despite a reduction in externalizing behavior and ADHD scores during the waiting period, all child problem behavior scores decreased during the treatment period compared with the waiting period. The teacher's behavior also improved and their burden decreased. These treatment effects were stable during follow-up for the subsample remaining in the kindergarten for up to 1year. This study shows that a teacher-based intervention alone is associated with improvements in both the externalizing behavior of preschoolers and teacher behavior and burden. Indications of long-term stability of effects were found. Society for Prevention Research, 2014 Effectiveness nationallicence Prevention nationallicence Externalizing problems nationallicence Kindergarten teachers nationallicence Plueck Julia Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut Eichelberger Ilka Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut Hautmann Christopher Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut Hanisch Charlotte Department of Social and Cultural Sciences, University of Applied Sciences, Duesseldorf, Germany aut Jaenen Nicola Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut Doepfner Manfred Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut Prevention Science Springer US; http://www.springer-ny.com 16/2(2015-02-01), 233-241 1389-4986 16:2<233 2015 16 11121 https://doi.org/10.1007/s11121-014-0487-x text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-014-0487-x text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Plueck Julia Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut NATIONALLICENCE 700 1- Eichelberger Ilka Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut NATIONALLICENCE 700 1- Hautmann Christopher Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut NATIONALLICENCE 700 1- Hanisch Charlotte Department of Social and Cultural Sciences, University of Applied Sciences, Duesseldorf, Germany aut NATIONALLICENCE 700 1- Jaenen Nicola Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut NATIONALLICENCE 700 1- Doepfner Manfred Department for Child and Adolescent Psychiatry and Psychotherapy, University of Cologne, Cologne, Germany aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/2(2015-02-01), 233-241 1389-4986 16:2<233 2015 16 11121