Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2016 Oct 26;16(1):362.
doi: 10.1186/s12888-016-1077-1.

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

Bente Kirkhaug  1 , May Britt Drugli  2   3 , Bjørn Helge Handegård  4 , Stian Lydersen  2 , Merethe Åsheim  4 , Sturla Fossum  4
Affiliations

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

Bente Kirkhaug et al. BMC Psychiatry. .

Abstract

Background: 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.

Methods: 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.

Results: 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.

Keywords: IY TCM; Norway; School universal intervention; Severe externalizing problems; Teacher assessment; Young school children.

PubMed Disclaimer

Figures

Fig. 1
Fig. 1
Study Enrollment
See this image and copyright information in PMC

Similar articles

See all similar articles

Cited by

References

    1. Dodge KA, Greenberg MT, Malone PS. Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Dev. 2008;79(6):1907–1927. doi: 10.1111/j.1467-8624.2008.01233.x. - DOI - PMC - PubMed
    1. Achenbach TM, Rescorla LA. Manual for the ASEBA school-age forms & profiles. Burlington: University of Vermont, Research Center for Children, Youth, & Families; 2001.
    1. Hay DF, Payne A, Chadwick A. Peer relations in childhood. J Child Psychol Psyc. 2004;45(1):84–108. doi: 10.1046/j.0021-9630.2003.00308.x. - DOI - PubMed
    1. Webster-Stratton C, Reid MJ. Strengthening social and emotional competence in young children - the foundation for early school readiness and success - Incredible Years classroom social skills and problem-solving curriculum. Infant Young Child. 2004;17(2):96–113. doi: 10.1097/00001163-200404000-00002. - DOI
    1. Loeber R, Farrington DP. Young children who commit crime: epidemiology, developmental origins, risk factors, early interventions, and policy implications. Dev Psychopathol. 2000;12:737–762. doi: 10.1017/S0954579400004107. - DOI - PubMed