Evaluation of the IY TCM Program in Norwegian School and Day-care Settings

NCT02962843 | Completed

• 1 other identifier: UTromso 2009/655 (REK)
• Study Type: interventional
• Target: 5,807
• Locations: 0 countries
• Sites: N/A

Brief Summary

The purpose of this study is to evaluate whether training teacher and staff in the Incredible Years (IY) Teacher Classroom Management (TCM) program reduce behavior problems and promote social competence in student aged 6-8 years (school) and in children aged 3-6 year (day-care). To examine group differences from baseline to 8-9 months after, a quasi-experimental control group design with pre- and post-measurements was used.

Conditions

Behavior Problem

Keywords

Behavior Problem; Social Competence; Student; Children

Outcome Measures

Primary Outcomes (10)

• Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).

  The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.

  From baseline to 8-9 months after.

• Change in behavior for student 6-8 year measured with the Teacher Report Form (TRF).

  The Teacher Report Form (TRF) consist of 118 item and where teacher rate the degree of emotional and behavioral problems observed in students aged 6-18, and the student academic performance and adaptive function. The Total problem scale forms the basis for various subscales for syndromes or clusters of problems areas.

  From baseline to 8-9 months after.

• Change in behavior for student 6-8 year measured with the Social Skills Rating System (SSRS).

  The Social Skills Rating System (SSRS) contains of 30 items and where teacher rate how often the student show specific social skills, as well as how important the teacher finds these skills for his/her work in classroom or for the student's success in classroom.

  From baseline to 8-9 months after.

• Change in behavior for student 6-8 year with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).

  The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.

  From baseline to 8-9 months after.

• Change in behavior for student 6-8 year with severe behavior problems measured with the Teacher Report Form (TRF).

  The Teacher Report Form (TRF) consist of 118 item and where teacher rate the degree of emotional and behavioral problems observed in students aged 6-18, and the student academic performance and adaptive function. The Total problem scale forms the basis for various subscales for syndromes or clusters of problems areas.

  From baseline to 8-9 months after.

• Change in behavior for student 6-8 year with severe behavior problems measured with the Social Skills Rating System (SSRS).

  The Social Skills Rating System (SSRS) contains of 30 items and where teacher rate how often the student show specific social skills, as well as how important the teacher finds these skills for his/her work in classroom or for the student's success in classroom.

  From baseline to 8-9 months after.

• Change in behavior for student 6-8 year with severe behavior problems measured with the Student-Teacher Relationship Scale (STRS).

  The Student-Teacher Relationship Scale (STRS) consists of a 15-item scale and assess teacher perceptions of two features of their relationships with their students: closeness and conflict.

  From baseline to 8-9 months after.

• Change in behavior for children 3-6 year without and with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).

  The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.

  From baseline to 8-9 months after.

• Change in behavior for children 3-6 year without and with severe behavior problems measured the Caregiver-Teacher Report Form (CTRF)

  The Caregiver-Teacher Report Form (CTRF) rated by teachers for children aged 1½-5, and obtain teachers ratings of 99 problem items plus descriptions of problems, disabilities, what concerns respondents most about the child, and the best things about the child.

  From baseline to 8-9 months after.

• Change in behavior for children 3-6 year without and with severe behavior problems measured the Social Competence and Behavior Evaluation Scale (SCBE) .

  The Social Competence and Behavior Evaluation Scale (SCBE) is a 30-item questionnaire where teacher rate children behavioral problems (externalizing and internalizing) and social competence.

  From baseline to 8-9 months after.

Secondary Outcomes (16)

• Change in teacher-student relationship for student 6-8 year measured with the Student-Teacher Relationship Scale (STRS).

  From baseline to 8-9 months after.

• Change in teacher-parents interactions for student 6-8 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).

  From baseline to 8 - 9 months after.

• Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 6-8 year).

  From baseline to 8 - 9 months after.

• Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 6-8 year).

  From baseline to 8 - 9 months after.

• Change in teacher self-efficacy and collective teacher efficacy measured with Teacher Observed Problem Behavior in School Environment & Classroom (student 6-8 year).

  From baseline to 8 - 9 months after.

Study Arms (2)

IY TCM

EXPERIMENTAL

Incredible Year (IY) Teacher Classroom Management (TCM) training, 6 full-day workshops (42 hours)

Behavioral: IY TCM

Comparison

NO INTERVENTION

No Incredible Year (IY) Teacher Classroom Management (TCM) training.

Interventions

IY TCM BEHAVIORAL

The Incredible Years Teacher Classroom Management program is a manualized program for teachers and staff in school and day-care settings to strengthen teacher classroom management strategies, to reduce negative behavior and promote prosocial behavior, as well as school readiness in children. Two qualified IY TCM group-leaders (facilitators) train teachers and staff in groups through six full-day workshops (a total of 42 hours).Workshop 1: Building Positive Relationships with Students, Workshop 1b: Preventing Behavior Problems -The Proactive Teacher, Workshop 2: The Importance of Teacher Attention, Coaching and Praise, Workshop 3: Motivating Children Through Incentives, Workshop 4 \& 5: Decreasing Inappropriate Behavior and Workshop 6: Emotional Regulation, Social Skills \& Problem Solving.

IY TCM

Eligibility Criteria

• Age: 3 Years - 8 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Schools who met predefined criteria for program implementation of IY TCM (intervention) and school who not have implemented any IY program (comparison).
• Students/children aged 3-8 year (until 7 randomly selected from each class) with parents who speak Norwegian.
• Teachers and staff who worked with students/children aged 3-8 years.

You may not qualify if:

• Schools who did not met predefined criteria for program implementation of IY TCM.
• Students/children aged 3-8 year with parents who did not speak Norwegian.
• Teachers and staff who did not worked with students/children aged 3-8 years, and who have known the students/children for fewer than 3 weeks.

Sponsors & Collaborators

• University of Tromso: lead
• Norwegian University of Science and Technology: collaborator

Related Links

• Related Info

MeSH Terms

Conditions

Mental Disorders; Social Skills

Condition Hierarchy (Ancestors)

Social Behavior; Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: October 28, 2016
• First Posted: November 11, 2016
• Study Start: August 1, 2009
• Primary Completion: July 1, 2014
• Study Completion: August 1, 2014
• Last Updated: November 11, 2016

Record last verified: 2016-11