Effects of modified B.A.S.E. program on the change of behaviors in preschool children.

Abstract

Background : B.A.S.E. program was known to decrease behavioral problems in preschool children and was expected for the long-term behavioral changes. Since there was no report on B.A.S.E. program in Thailand, modified B.A.S.E. program has been developed in this study.

Objective : The study was aimed to investigate whether or not modified B.A.S.E. program could change behaviors of preschool children.

Design : Quasi-experimental study: Pre-post comparison in one group.

Setting : Samakomsatreethai school, Bangkok.

Materials and Methods : Preschool children, 4 - 6 years old in the class of Kindergarten 2 at the Samakomsatreethai school, Bangkok were experimentally treated by Quasi experimental study by pre- and postcomparisons in one group, during the school year of 2557 BE. Modified B.A.S.E. program was arranged for 20 times with 20 - 30 minutes for each time and 1 week interval. Observations of the children bahaviors were evaluated by the class teacher and the parents. Questionaires were utilized to collect the general data, which (SDQ) forms were utilized to record SDQ. The evaluations were done 3 times: pre-programming, 12 weeks after the programming and post-programming.

Results : Descriptive and inferential statistics were used. Evaluations by the class teacher demonstrated that the behavioral scores of conduct problem were significantly decreased (p <0.05) between pre-programming and post-programming, as well as behavioral scores of peer problem. Additionally, behavioral scores of peer problem between pre-programming and 12 weeks after the programming were also significantly decreased (p <0.01). Nevertheless, behavioral scores of the strength in prosocial between pre-programming and 12 weeks after the programming were highly significant increased (p <0.01). Evaluations by the parents showed that total behavioral scores including emotional symptom, conduct problem, hyperactivity, peer problems between pre-programming and post-programming groups were significantly decreased (p <0.05).

Conclusions : Modified B.A.S.E. program tends to be used as a tool to lower behavioral problems in preschool children which is important as a prevention of the problems. The technique will be able to extend to emotional development, perception and understanding the others of the children in the school system.