How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model / R. J. MUSCI in Development and Psychopathology, 31-5 (December 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-5 (December 2019) . - p.1827-1835 Titre : How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model Type de document : Texte imprimé et/ou numérique Auteurs : R. J. MUSCI, Auteur ; Elise T. PAS, Auteur ; Amie F. BETTENCOURT, Auteur ; K. E. MASYN, Auteur ; N. S. IALONGO, Auteur ; Catherine P. BRADSHAW, Auteur Année de publication : 2019 Article en page(s) : p.1827-1835 Langues : Anglais (eng) Mots-clés : aggression  multilevel  structural equation modeling Index. décimale : PER Périodiques Résumé : Building on prior work regarding the potential for peer contagion or deviance training in group delivered interventions (Dishion & Dodge, 2005, 2006; Dodge, Dishion, & Lansford, 2006), we leveraged data from a randomized trial, testing the integration of two preventive interventions (Promoting Alternative THinking Strategies and PAX Good Behavior Game), to explore the extent to which classroom contextual factors served as either a barrier to or a motivator for teachers to implement the evidence-based PAX Good Behavior Game with high frequency or dosage. We included students' baseline levels of behavior, measured with regard to both positive (i.e., engagement and social emotional skills) and negative (i.e., hyperactive and aggressive-disruptive) behaviors. Data were collected from 204 teachers in 18 urban elementary schools. A series of multilevel structural equation models were fit to the data. The analyses indicated that classrooms with higher classroom levels of aggressive behavior, on average, at baseline had teachers with lower implementation dosage (i.e., played fewer games) across the school year. In addition, teachers who reported higher baseline levels of emotional exhaustion, regardless of student behavior, also reported lower implementation dosage. Taken together, the results indicated that negative, but not positive, contextual factors at baseline were related to lower implementation dosage; this, in turn, suggests that negative contextual factors may serve as a barrier, rather than a motivator, of teachers' implementation dosage of classroom-based preventive interventions. En ligne : http://dx.doi.org/10.1017/s095457941900097x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model [Texte imprimé et/ou numérique] / R. J. MUSCI, Auteur ; Elise T. PAS, Auteur ; Amie F. BETTENCOURT, Auteur ; K. E. MASYN, Auteur ; N. S. IALONGO, Auteur ; Catherine P. BRADSHAW, Auteur . - 2019 . - p.1827-1835. Langues : Anglais (eng) in Development and Psychopathology > 31-5 (December 2019) . - p.1827-1835 Mots-clés : aggression  multilevel  structural equation modeling Index. décimale : PER Périodiques Résumé : Building on prior work regarding the potential for peer contagion or deviance training in group delivered interventions (Dishion & Dodge, 2005, 2006; Dodge, Dishion, & Lansford, 2006), we leveraged data from a randomized trial, testing the integration of two preventive interventions (Promoting Alternative THinking Strategies and PAX Good Behavior Game), to explore the extent to which classroom contextual factors served as either a barrier to or a motivator for teachers to implement the evidence-based PAX Good Behavior Game with high frequency or dosage. We included students' baseline levels of behavior, measured with regard to both positive (i.e., engagement and social emotional skills) and negative (i.e., hyperactive and aggressive-disruptive) behaviors. Data were collected from 204 teachers in 18 urban elementary schools. A series of multilevel structural equation models were fit to the data. The analyses indicated that classrooms with higher classroom levels of aggressive behavior, on average, at baseline had teachers with lower implementation dosage (i.e., played fewer games) across the school year. In addition, teachers who reported higher baseline levels of emotional exhaustion, regardless of student behavior, also reported lower implementation dosage. Taken together, the results indicated that negative, but not positive, contextual factors at baseline were related to lower implementation dosage; this, in turn, suggests that negative contextual factors may serve as a barrier, rather than a motivator, of teachers' implementation dosage of classroom-based preventive interventions. En ligne : http://dx.doi.org/10.1017/s095457941900097x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

Violence exposure in an urban city: A GxE interaction with aggressive and impulsive behaviors / R. J. MUSCI in Journal of Child Psychology and Psychiatry, 60-1 (January 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.72-81 Titre : Violence exposure in an urban city: A GxE interaction with aggressive and impulsive behaviors Type de document : Texte imprimé et/ou numérique Auteurs : R. J. MUSCI, Auteur ; Amie F. BETTENCOURT, Auteur ; D. SISTO, Auteur ; B. MAHER, Auteur ; K. MASYN, Auteur ; N. S. IALONGO, Auteur Article en page(s) : p.72-81 Langues : Anglais (eng) Mots-clés : Aggression  genetics  molecular  violence Index. décimale : PER Périodiques Résumé : BACKGROUND: Previous research has demonstrated a reciprocal relationship between community violence exposure and disruptive behavior problems among youth. No study to date, however, has explored the potential interaction between violence exposure in early adolescence and genetics. METHODS: We explore the gene x environment interaction's impact on teacher-rated aggressive and impulsive behaviors. Violence exposure during the middle school years was assessed using self-report. Genetic data collection occurred in emerging adulthood. A polygenic score was created using findings from a conduct disorder symptomatology genome-wide association study. RESULTS: Three longitudinal classes of teacher reported aggressive and impulsive behavior were identified. We found a significant relationship between violence exposure and class membership. There was a significant GxE interaction, such that those with below average levels of the polygenic score and who were exposed to violence were more likely to be in the moderately high aggressive and impulsive class as compared to the no to low class. CONCLUSIONS: These findings highlight the influence of genetic risk together with violence exposure on adolescent problem behavior. Although youth may have little control over the environments in which they live, interventions can and should focus on helping all youth. En ligne : http://dx.doi.org/10.1111/jcpp.12966 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374 [article] Violence exposure in an urban city: A GxE interaction with aggressive and impulsive behaviors [Texte imprimé et/ou numérique] / R. J. MUSCI, Auteur ; Amie F. BETTENCOURT, Auteur ; D. SISTO, Auteur ; B. MAHER, Auteur ; K. MASYN, Auteur ; N. S. IALONGO, Auteur . - p.72-81. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.72-81 Mots-clés : Aggression  genetics  molecular  violence Index. décimale : PER Périodiques Résumé : BACKGROUND: Previous research has demonstrated a reciprocal relationship between community violence exposure and disruptive behavior problems among youth. No study to date, however, has explored the potential interaction between violence exposure in early adolescence and genetics. METHODS: We explore the gene x environment interaction's impact on teacher-rated aggressive and impulsive behaviors. Violence exposure during the middle school years was assessed using self-report. Genetic data collection occurred in emerging adulthood. A polygenic score was created using findings from a conduct disorder symptomatology genome-wide association study. RESULTS: Three longitudinal classes of teacher reported aggressive and impulsive behavior were identified. We found a significant relationship between violence exposure and class membership. There was a significant GxE interaction, such that those with below average levels of the polygenic score and who were exposed to violence were more likely to be in the moderately high aggressive and impulsive class as compared to the no to low class. CONCLUSIONS: These findings highlight the influence of genetic risk together with violence exposure on adolescent problem behavior. Although youth may have little control over the environments in which they live, interventions can and should focus on helping all youth. En ligne : http://dx.doi.org/10.1111/jcpp.12966 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374

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