Young children with problem behaviour in school settings: Evaluation of the Incredible Years Teacher Classroom Management program in a Norwegian regular school setting
Method: Using a quasi-experimental pre-post comparison group design, the IY TCM program was implemented over an 8 to 9 month period in 21 intervention schools. Reports from teachers, participating in 6 full-day workshops (42 hours) were compared with report from teachers report in 22 comparison schools. A total of 302 1st to 3rd grade teachers and 1,518 students in the age of 6 to 8 years, took part in the trial. Group differences for pre-post changes in student and teacher behaviours were examined.
Results: The linear mixed model analyses showed small effects in terms of differences in changes between groups in student’s social skills and problem behaviours (dw = 0.08 to dw = 0.20), and small to moderate effects in teacher-student relationship and teachers’ perceptions about parent’s involvement in school (dw = 0.15 to dw = 0.40). No main effects with regard to change in teacher’s behaviour management practice, teacher’s efficacy, teachers’ report of problem behaviours in classroom and school environment and classroom climate at the 0.05 level were confirmed.
Conclusion: This evaluation gives new knowledge of the impact of the IY TCM program when given as a full-scale universal preventive intervention in regular school settings. Long-term follow-up assessments, identification of barriers against implementation and key features of successful implementation in regular school settings are recommended for future research. The findings in the present study suggest potential preventive effects of the IY TCM program and gives implications for future school practice with regard to improving the teacher-student-parent relationship and lowering the risk of future behavioural and social problems in schools.
Has part(s)Paper I: Aasheim, M., Reedtz, C., Handegård, B.H., Martinussen, M. & Mørch, W.-T. (2018). Evaluation of the Incredible Years Teacher Classroom Management program in a regular Norwegian school setting. Scandinavian Journal of Educational Research, 63(6), 899-912. The paper is available in the file “thesis_entire.pdf”. Also available at https://doi.org/10.1080/00313831.2018.1466357. Accepted manuscript available in Munin at https://hdl.handle.net/10037/14590.
Paper II: Aasheim, M., Drugli, M.-B., Reedtz, C., Handegård, B.H. & Martinussen, M. (2018). Change in teacher–student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting. British Educational Research Journal, 44(6), 1064-1083. The paper is available in the file “thesis_entire.pdf”. Also available at https://doi.org/10.1002/berj.3479.
Paper III: Aasheim, M., Fossum, S., Reedtz, C., Handegård, B.H., & Martinussen, M. (2018). Examining the Incredible Years Teacher Classroom Management program in a regular Norwegian school setting: Teacher-reported behaviour management practice, problem behaviour in classroom and school environment, teacher self- and collective efficacy, and classroom climate. (Submitted manuscript).
PublisherUiT The Arctic University of Norway
UiT Norges arktiske universitet
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