Does the Incredible Years Teacher Classroom Management programme improve child–teacher relationships in childcare centres? A 1-year universal intervention in a Norwegian community sample

This meta-analysis evaluated the current state of evidence and identified potential treatment moderators of the Incredible Years Teacher Classroom Management (IYTCM) program used to reduce externalizing and internalizing behaviors in school-aged children. Inclusion criteria involved published studies between 1984–2018 and examining the effects of IYTCM as a standalone program on teacher and/or child behavioral outcomes. We identified and narratively summarized potential moderators, which included the severity of child behavior, dosage, study design, and reporting methods. Overall, effect sizes revealed IYTCM had moderate positive effects on teachers and small positive effects on children. Narrative summaries indicated larger effect sizes in higher dosage studies and higher risk children. The results align with previous systematic reviews on the Incredible Years Parent Training (IYPT) program but this is the first study to look at the teacher training program. Overall, IYTCM seems to be an effective intervention; however, what components of this program work best, for whom, and under what conditions require further empirical investigation.

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Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2020.01.007 ◽

2020 ◽

Vol 51 ◽

pp. 473-482

Author(s):

Sarah C. Neal ◽

Kate E. Norwalk ◽

Mary E. Haskett

Keyword(s):

Classroom Management ◽

Management Program ◽

Incredible Years ◽

Risk Profiles ◽

Teacher Classroom ◽

The Incredible Years

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Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

Journal of Early Childhood Research ◽

10.1177/1476718x15579747 ◽

2015 ◽

Vol 15 (2) ◽

pp. 174-194 ◽

Cited By ~ 7

Author(s):

Grainne Hickey ◽

Sinead McGilloway ◽

Lynda Hyland ◽

Yvonne Leckey ◽

Paul Kelly ◽

...

Keyword(s):

Classroom Management ◽

Controlled Trial ◽

Management Strategies ◽

Management Training ◽

Training Programme ◽

Incredible Years ◽

Classroom Management Strategies ◽

Classroom Management Training ◽

Teacher Classroom ◽

The Incredible Years

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 ‘high-risk’ children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers’ self-reported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.

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