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首页> 外文期刊>Zeitschrift fur Arznei- und Gewurzpflanzen >RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools
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RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools

机译：重新瞄准教师交付方案的评估，以改善参加澳大利亚土着社区小学的儿童的自我监管

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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.
机译：澳大利亚西北部的研究原住民社区确定了行政运作和行为监管，作为儿童的重大问题。暴露于酒精性质和不良儿童经验是自我监管受损和执行职能的知名风险因素，这些风险因素存在于偏远社区中。作为回应，启动了伙伴关系，以基于警报计划试验教师提供的自我监管干预？虽然评估了学生结果，但本文通过重新瞄准框架的五个方面介绍了对教师干预的实施和影响（达到，有效，采用，实施，维护）。训练有素的课堂教师（n =？29）提供了八个警报程序？ 8周超过8周的学生的课程。通过教师培训和学生课程出勤数据以及预培训和干预后教师调查问卷来评估影响和实施结果。使用配对样本T检验和描述性统计分析数据。已经实施了八十一到100％的规定课程，并对自我监管和警报计划的教师了解？在干预后显着改善（n =？14，p ?? 001）。大多数教师（88％）报告说，由于干预并同意教导警报计划的福利，更改其教学和行为管理实践？对于高报告胎儿酒精谱紊乱和自我监管障碍的地区的学生。

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