Blar i forfatter Artikler, rapporter og annet (RKBU Nord) "Aasheim, Merete"
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Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: A quasi-experimental pre-post study.
Kirkhaug, Bente; Drugli, May Britt; Handegård, Bjørn Helge; Lydersen, Stian; Aasheim, Merete; Fossum, Sturla (Journal article; Tidsskriftartikkel; Peer reviewed, 2016-10-26)<b>Background:</b> Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal ... -
Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting
Aasheim, Merete; Reedtz, Charlotte; Handegård, Bjørn Helge; Martinussen, Monica; Mørch, Willy-Tore (Journal article; Tidsskriftartikkel; Peer reviewed, 2018-05-29)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 ... -
Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate
Aasheim, Merete; Fossum, Sturla; Reedtz, Charlotte; Handegård, Bjørn Helge; Martinussen, Monica (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-05-29)In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental ... -
Kunnskapsoppsummering og klassifisering av tiltaket: PALS – Positiv atferd, støttende læringsmiljø og samhandling (2.utg.)
Aasheim, Merete; Patras, Joshua; Eng, Helene; Natvig, Henrik (Journal article; Tidsskriftartikkel; Peer reviewed, 2018-10-12)<i><p>BAKGRUNN</i>: Artikkelen er en revidert kunnskapsoppsummering om effekten av den skoleomfattende modellen «Positiv atferd, støttende læringsmiljø og samhandling» (PALS) (Natvig & Eng, 2012), nå oppdatert i henhold til Ungsinns nye prosedyrer og kriterier. PALS er en skoleomfattende tiltaksmodell med mål om å utvikle en positiv skolekultur for å styrke elevenes skolefaglige og sosiale ferdigheter, ...