School‐based targeted prevention for children with mild intellectual disabilities or borderline intellectual functioning and behaviour problems: A pilot implementation study

Background We examined the implementation and potential effectiveness of a school‐based targeted prevention programme addressing behaviour problems, adapted for children with mild intellectual disabilities or borderline intellectual functioning. Method Thirteen children participated. The interventio...

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Bibliographic Details
Published in:Journal of applied research in intellectual disabilities 2024-07, Vol.37 (4), p.e13250-n/a
Main Authors: Kühl, E., Deković, M., Thomaes, S., Koning, I., Liber, J. M.
Format: Article
Language:English
Subjects:
Adolescent
Behavior disorders
Behavior modification
borderline intellectual functioning
Child
Child Behavior Disorders - prevention & control
Children with disabilities
cognitive behaviour therapy
externalising problems
Female
Humans
implementation
Intellectual disabilities
Intellectual Disability
Male
Pilot Projects
Problem Behavior
School Health Services
school intervention
Schools
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Summary:Background We examined the implementation and potential effectiveness of a school‐based targeted prevention programme addressing behaviour problems, adapted for children with mild intellectual disabilities or borderline intellectual functioning. Method Thirteen children participated. The intervention was implemented in schools. We examined intervention dosage, reach, responsiveness, satisfaction, and comprehension, using questionnaires completed by children and trainers. We assessed child‐ and teacher‐reported behaviour problems before and after the intervention. Results Trainers selected both children who did and did not meet the intervention eligibility criteria, suggesting problems in intervention reach. Intervention dosage, responsiveness, satisfaction, and comprehension were satisfactory. There were group‐level behaviour problem decreases (i.e., Cohen's d). Individual‐level behaviour problem changes (i.e., Reliable Change Indices) showed large heterogeneity and little reliable change. Conclusions The results provide initial evidence that the intervention has potential for successful implementation in schools, but the current evidence for intervention effectiveness is inconclusive.
ISSN:1360-2322
1468-3148
DOI:10.1111/jar.13250