Work

Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting

Year: 2018

Type: article

Abstract: 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.

Source: Scandinavian Journal of Educational Research

DOI: 10.1080/00313831.2018.1466357

Authors: Merete Aasheim, Charlotte Reedtz, Bjørn Helge Handegård, Monica Martinussen, Willy-Tore Mørch

Institution: UiT The Arctic University of Norway

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

Funders: Universitetet i Tromsø, EkstraStiftelsen Helse og Rehabilitering (Stiftelsen Dam)