This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each of which was approximately 10 weeks long. Fidelity of implementation was comparable between the two groups that received consultation at varying program exposure levels. Multilevel regression analyses examined how variation in the dose of consultation exposure related to both indicators of program quality considering the clustering of teachers within schools. The results showed that teachers most in need of consultation received it and that both short and long doses of consultation led to improvements in classroom climate and teaching practices outcomes over the academic year. Classrooms that received consultation for longer showed the largest change over time. Classrooms were equivalent on outcome indicators by the end of the school year and consultation appeared to have a protective effect against negative classroom climate.

中文翻译：

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婴幼儿心理健康咨询：通过项目暴露剂量评估课堂气氛和教学实践的变化


本研究评估了婴儿和幼儿心理健康咨询剂量 (IECMHC) 对特许学校网络七所学校课堂氛围和教师行为管理实践观察的影响。根据观察期间收集的指标，对教室进行优先咨询，要么不接受咨询，要么接受一个周期，要么接受两个或多个周期，每个周期大约为 10 周。在不同项目暴露水平下接受咨询的两组之间的实施保真度相当。考虑到学校内教师的聚集，多级回归分析研究了咨询接触剂量的变化如何与项目质量的两个指标相关。结果表明，最需要咨询的教师收到了咨询，并且短期和长期的咨询都改善了整个学年的课堂气氛和教学实践成果。接受咨询时间较长的教室随着时间的推移显示出最大的变化。到学年结束时，课堂的成果指标是相同的，并且咨询似乎对消极的课堂气氛具有保护作用。