Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting
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ForfatterAasheim, Merete; Reedtz, Charlotte; Handegård, Bjørn Helge; Martinussen, Monica; Mørch, Willy-Tore
This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21 schools and compared with 22 matched schools that did not receive the program. A total of 241 1st to 3rd grade teachers and 1518 students aged 6 to 8 years took part in the trial. Mixed-model analyses found small positive effects on changes in students’ social competence (dw = 0.19), while effects on change in students problem behavior were less than small (dw < 0.20). When the program is implemented as school-wide universal preventive intervention, results suggest a small preventive impact of the IYTCM program in regular school settings for some of the outcomes measured in the study.
This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 29 May 2018, available online: http://www.tandfonline.com/10.1080/00313831.2018.1466357.