- Title
- RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools
- Creator
- Wagner, Bree; Cross, Donna; Fitzpatrick, James P.; Adams, Emma; Symons, Martyn; Mazzucchelli, Trevor G.; Watkins, Rochelle; Wright, Edie; Latimer, Jane; Carapetis, Jonathan; Boulton, John
- Relation
- Emotional and Behavioural Difficulties Vol. 25, Issue 1, p. 42-58
- Publisher Link
- http://dx.doi.org/10.1080/13632752.2019.1672991
- Publisher
- Routledge
- Resource Type
- journal article
- Date
- 2020
- Description
- 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.
- Subject
- school-based evaluation; intervention; fetal alcohol spectrum disorder; Indigenous; self-regulation; executive functioning
- Identifier
- http://hdl.handle.net/1959.13/1463608
- Identifier
- uon:46787
- Identifier
- ISSN:1741-2692
- Language
- eng
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