Education of Teachers with Chronic Low Back Pain Based on Integrative Model of Behavioral Prediction

Abstract

Background: Individuals suffering from chronic low back pain (CLBP) experience major physical, social, and occupational disruptions. Strong evidence confirms the effectiveness of Alexander technique (AT) training for CLBP. Objectives: The present study applied an integrative model of behavioral prediction (IM) to design AT training for education of teachers with CLBP. Methods: This was a quasi-experimental study conducted on female teachers with non-specific LBP in southern Tehran in 2014. The intervention group consisted of 42 teachers (AT training based on IM) and the control group included 35 teachers (AT training only). The validity and reliability of the 108-item AT questionnaire based on IM constructs were confirmed using content validity (CVR 0.87, CVI 0.96) and Cronbach’s α (0.84). Data were analyzed by Independent and Paired Sample t-test, Mann-Whitney U test, Wilcoxon, and covariance. Results: The results of the study indicated that AT behaviors, skills and abilities, direct and indirect perceived behavioral control, indirect subjective norms, direct and indirect attitude, and perceived risk were higher in the intervention group three months after the intervention (all P values < 0.05). Disability score (P < 0.001), hand to floor test (P = 0.023), and pain frequency (P = 0.022) showed a significantly higher reduction in the intervention group. Conclusions: The IM educational framework coupled with AT training may facilitate applying AT directions and finally, lead to pain reduction in CLBP.