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dc.contributor.authorKirkhaug, Bente
dc.contributor.authorDrugli, May Britt
dc.contributor.authorHandegård, Bjørn Helge
dc.contributor.authorLydersen, Stian
dc.contributor.authorAasheim, Merete
dc.contributor.authorFossum, Sturla
dc.date.accessioned2017-01-16T13:50:52Z
dc.date.available2017-01-16T13:50:52Z
dc.date.issued2016-10-26
dc.description.abstract<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 stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training.<br> <b>Methods:</b> A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1st – 3rd grade (age 6–8 years) assessed by their teacher as having severe externalizing problems on the Sutter–Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis.<br> <b>Results:</b> In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. Conclusion: The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.en_US
dc.description© The Author(s). 2016 Open Access This article is distributed under the terms of<a href="http://creativecommons.org/licenses/by/4.0/"> the Creative Commons Attribution 4.0 International License</a>, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.<a href="http://creativecommons.org/publicdomain/zero/1.0"> The Creative Commons Public Domain Dedication waiver</a> applies to the data made available in this article, unless otherwise stated.en_US
dc.identifier.citationBMC Psychiatry (2016) 16:362en_US
dc.identifier.cristinIDFRIDAID 1398730
dc.identifier.doi10.1186/s12888-016-1077-1
dc.identifier.issn1471-244X
dc.identifier.urihttps://hdl.handle.net/10037/10161
dc.language.isoengen_US
dc.publisherBioMed Centralen_US
dc.rights.accessRightsopenAccessen_US
dc.subjectSevere externalizing problemsen_US
dc.subjectSchool universal interventionen_US
dc.subjectIY TCMen_US
dc.subjectYoung school childrenen_US
dc.subjectTeacher assessmenten_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.titleDoes 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.en_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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