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Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial

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Abstract

The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing problem behavior. However, such problem behavior often threatens the quality of the teacher-student relationship. Teacher-focused coaching intervention Key2Teach aims to improve elements of the relationship between teachers and students with externalizing problem behavior and consists of two phases and four building blocks. This intervention provides primary school teachers with insight into their mental representation of the relationship and opportunities to practice functional interaction skills. In a randomized controlled trial (RCT), effects of Key2Teach on different aspects of the relationship between teachers and students with externalizing problem behavior were examined. In two cohorts, 103 dyads consisting of a teacher and a student with externalizing problem behavior in grades 3–6 were assessed three times during a school year. Fifty-three dyads received the intervention (intervention group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported teacher-student closeness and conflict, and on teacher interaction skills in various domains. Results show a significant increase in closeness and a decrease in conflict as a result of Key2Teach, with substantial effect sizes. No effects on teacher interaction skills were found. This study indicates that Key2Teach may help teachers to improve elements of the relationship they have with students with externalizing problem behavior. Implications for practice and future research are discussed.

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Funding

The study on the effects of Key2Teach was funded by a grant from SIA Taskforce for Applied Research in the Netherlands.

Author information

Authors and Affiliations

  1. Faculty of Social Sciences, Department of Pedagogical Sciences, Erasmus University, Postbus 1738, 3000 DR, Rotterdam, The Netherlands

    Kirsten Hoogendijk, Judith G. Holland & Sabine E. Severiens

  2. Yulius Academy, Yulius Mental Health Organization, Dennenhout 1, 2994 GC, Barendrecht, The Netherlands

    Kirsten Hoogendijk, Judith G. Holland & Athanasios Maras

  3. Department of Developmental Psychology, Faculty of Social and Behavioral Sciences, Utrecht University, PO Box 80.140, 3508 TC, Utrecht, The Netherlands

    Nouchka T. Tick

  4. Department of Education, Faculty of Behavioral and Social Sciences,, University of Groningen, Landleven 1, 9747 AD, Groningen, The Netherlands

    Adriaan W. H. Hofman

  5. Rotterdam University of Applied Sciences, Museumpark 40, 3015 CX, Rotterdam, The Netherlands

    Patricia Vuijk

  6. Windesheim University of Applied Sciences, Postbus 10090, 8000 GB, Zwolle, The Netherlands

    Dolf van Veen

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  1. Kirsten Hoogendijk
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  2. Judith G. Holland
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Correspondence to Kirsten Hoogendijk.

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The research protocol was approved by the Medical Ethics Committee Southwest Holland (METC-ZWH, 13-023).

Additional information

Kirsten Hoogendijk. Faculty of Social Sciences, Department of Pedagogical Sciences, Erasmus University and Yulius Academy, Yulius Mental Health Organization, Postbus 1738, 3000 DR, Rotterdam, The Netherlands/Dennenhout 1, 2994 GC, Barendrecht, The Netherlands. k.hoogendijk@yulius.nl; Web site: https://www.yuliusacademie.nl/nl/medewerker/kirsten-hoogendijk

Current themes of research:

Teacher-student relationship. Professional development teachers. School intervention effects. Child psychology.

Most relevant publications in the field of Psychology of Education:

Hoogendijk, C., Tick, N. T., Hofman, W. H. A., Holland, J. G., Severiens, S. E., Vuijk, P., van Veen, A. F. D. (2018). Direct and indirect effects of Key2Teach on teachers’ sense of self-efficacy and emotional exhaustion, a randomized controlled trial. Teaching and teacher education, 76, 1-13.

Tick, N.T., Hoogendijk K., Schöpping M.B., Maras A. (2011). Het schoolwelbevinden van leerlingen in het speciaal onderwijs cluster 4 [Wellbeing of students in special education]. Tijdschrift voor Orthopedagogiek, 50(9):447-458.

Judith G. Holland. Faculty of Social Sciences, Department of Pedagogical Sciences, Erasmus University and Yulius Academy, Yulius Mental Health Organization, Postbus 1738, 3000 DR, Rotterdam, The Netherlands/Dennenhout 1, 2994 GC, Barendrecht, The Netherlands. jg.holland-van-bruggen@windesheim.nl

Current themes of research:

Teacher-student relationship. Child psychology. Reflective functioning. School intervention effects.

Most relevant publications in the field of Psychology of Education:

Hoogendijk, C., Tick, N. T., Hofman, W. H. A., Holland, J. G., Severiens, S. E., Vuijk, P., van Veen, A. F. D. (2018). Direct and indirect effects of Key2Teach on teachers’ sense of self-efficacy and emotional exhaustion, a randomized controlled trial. Teaching and teacher education, 76, 1-13.

Nouchka T. Tick. Department of Developmental Psychology, Faculty of Social and Behavioral Sciences, Utrecht University, PO Box 80.140, 3508 TC, Utrecht, The Netherlands. n.t.tick@uu.nl; Web site: https://www.uu.nl/medewerkers/NTTick

Current themes of research:

Effectiveness of interventions. Psychology. Developmental Psychology.

Most relevant publications in the field of Psychology of Education:

Breeman, L.D., Van Lier, Pol, Wubbels, T., Verhulst, Frank C., van der Ende, Jan, Maras, A., Hopman, J.A.B. & Tick, N.T. (2017). Developmental links between teacher-child closeness and disobedience for boys placed in special education. Exceptionality

Hopman, J.A.B., Van Lier, P., van der Ende, J., Struiksma, C., Wubbels, T., Verhulst, Frank C., Maras, Athanasios, Breeman, L.D. & Tick, N.T. (2017). Impact of the Good Behavior Game on special education teachers. Teachers and Teaching: Theory and Practice (p. 19).

Breeman, L.D., Van Lier, Pol, Wubbels, T., Verhulst, Frank C., van der Ende, Jan, Maras, Athanasios, Struiksma, Chris, Hopman, J.A.B. & Tick, Nouchka (2016). Effects of the Good Behavior Game on the behavioral, emotional, and social problems of children with psychiatric disorders in special education settings. Journal of Positive Behavior Interventions, 18 (3), (pp. 156-167).

Breeman, L.D., Van Lier, Pol, Wubbels, T., Verhulst, Frank C., van der Ende, Jan, Maras, Athanasios, Hopman, J.A.B. & Tick, Nouchka (2015). Developmental links between disobedient behavior and social classroom relationships in boys with psychiatric disorders in special education. Journal of Abnormal Child Psychology, 43 (4), (pp. 787-799).

Breeman, L.D., Wubbels, T., van Lier, P.A.C., Verhulst, F.C., van der Ende, J., Maras, A., Hopman, J.A.B. & Tick, Nouchka (2015). Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education. Journal of School Psychology, 53 (1), (pp. 87-103) (p. 17).

Adriaan W. H. Hofman. Department of Education, Faculty of Behavioral and Social Sciences, University Groningen, Grote Kruisstraat 1, 9747 AD, Groningen, The Netherlands. w.h.a.hofman@rug.nl; Web site: https://www.rug.nl/staff/w.h.a.hofman/

Current themes of research:

Higher education. Governance in education and educational effectiveness. International comparison of education systems. Evaluation of curricula in secondary and higher education. Education policy and educational program development. Assessment and monitoring of social and educational programs, psychometric analysis, multivariate and multilevel analysis, causal modelling. Research training, including in developing countries.

Most relevant publications in the field of Psychology of Education:

van Herpen, S. G. A., Meeuwisse, M., Hofman, W. H. A., Severiens, S. E., & Arends, L. R. (2017). Early predictors of first-year academic success at university: Pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university. Educational Research and Evaluation, 23(1-2), 52-72. DOI: 10.1080/13803611.2017.1301261

Brouwer, J., Jansen, E., Hofman, W., & Flache, A. (2016). Early tracking or finally leaving? Determinants of early study success in first-year university students. Research in Post-compulsory Education, 21(4), 376-393. DOI: 10.1080/13596748.2016.1226584

Steur, J., Jansen, E., & Hofman, A. (2016). Towards graduateness: Exploring academic intellectual development in university master’s students. Educational Research and Evaluation, 22(1-2), 6-22. DOI: 10.1080/13803611.2016.1165708

Sabine E. Severiens. Faculty of Social Sciences, Department of Pedagogical Sciences, Erasmus University, Postbus 1738, 3000 DR, Rotterdam, The Netherlands. severiens@fsw.eur.nl; Web site: https://www.egsh.eur.nl/people/s-e-severiens/

Current themes of research:

Diversity and educational inequality, from the perspective of motivation, integration, and the learning environment.

Most relevant publications in the field of Psychology of Education:

M. Meeuwisse, M.Ph. Born & S.E. Severiens (2013). Academic performance differences among ethnic groups: do the daily use and management of time offer explanations? Social Psychology of Education, 16 (4), 599-615. doi: https://doi.org/10.1007/s11218-013-9231-9

›M. Meeuwisse, M.Ph. Born & S.E. Severiens (2011). The family-study interface and academic outcomes: Testing a structural model. Journal of Educational Psychology, 103(4), 982-990. doi: https://doi.org/10.1037/a0024420

Patricia Vuijk. Rotterdam University of Applied Sciences, Museumpark 40, 3015 CX, Rotterdam, The Netherlands. p.vuijk@hr.nl; Web site: https://www.hogeschoolrotterdam.nl/onderzoek/lectoren/zorginnovatie/lectoren/dr.-patricia-vuijk/

Current themes of research:

Public health. Prevention for youth.

Most relevant publications in the field of Psychology of Education:

Vuijk, P., Bul, K., Brand, E., Greaves-Lord, K., Maras, A., & Kuiper, C. (2015). Let’s play (serious gaming): schooltransitiemanagement voor jeugdigen met een autismespectrumstoornis. Journal of Social Intervention: Theory and Practice, 24(3), 69-74.

Liber, J. M. & Vuijk, P., Groot-Zijlstra, E., de, & Boo, G., de (2016). Persoonlijkheid van kinderen met disruptief gedrag en de vorming van vroege therapeutische alliantie. Gedragstherapie, 49, 370-393.

Athanasios Maras. Yulius Academy, Yulius Mental Health Organization, Dennenhout 1, 2994 GC, Barendrecht, The Netherlands. a.maras@yulius.nl; Web site: https://www.yuliusacademie.nl/nl/A-Maras

Current themes of research:

Child and youth psychiatry.

Most relevant publications in the field of Psychology of Education:

Breeman LD, Wubbels T, van Lier PAC, Verhulst FC, van der Ende J, Maras A, Hopman JAB, Tick N. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education. J Sch Psychol 53: 87-103.

Dolf van Veen. Windesheim University of Applied Sciences and University of Nottingham, Postbus 10090, 8000 GB, Zwolle, The Netherlands. d.van.veen@windesheim.nl

Current themes of research:

Passend onderwijs (Inclusive Education). Education, Health and Human Services Partnerships. Community Schools and Local (City) Policies. Professional and School Development. Teacher Education.

Most relevant publications in the field of Psychology of Education:

Lawson, H. & Veen, A.F.D. van (2016). Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools: International Exemplars for Practice, Policy, and Research. Switzerland: Springer International Publishing.

van Veen, A.F.D. van & van der Steenhoven, P. (2012). Monitor Leerlingenzorg en Zorg- en adviesteams in het onderwijs [Behaviour and Education Support Teams in Dutch Primary, Secondary and Further Education] Utrecht: Nederlands Jeugdinstituut, 2012

Day, C. & van Veen, D. (1999). Maslow and a Place Called School (105-115). In J. Freiberg (Ed.), Perceiving, Behaving, Becoming: Lessons Learned. Alexandria, VA: ASCD.

van Veen, D., Day. C., & Walraven, G. (Eds.) (1997). Children and Youth at Risk & Urban Education: Research, Policy and Practice. Leuven/Apeldoorn: Garant Publishers

Day, C., van Veen, A.F.D., & Sim, W.K. (Eds.) (1997). Teachers and Teaching: International Perspectives on School Reform and Teacher Education. International Council on Education for Teaching & Garant Publishers: Leuven/Apeldoorn

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Hoogendijk, K., Holland, J.G., Tick, N.T. et al. Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial. Eur J Psychol Educ 35, 111–135 (2020). https://doi.org/10.1007/s10212-019-00415-x

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