Teacher Classroom Management Programme Research Articles

Heterogeneous Treatment Effects in the Incredible Years Teacher Classroom Management Programme - A Latent Profile Approach.

Heterogeneous effects from interventions often remain hidden in between-group analyses, risking overgeneralized conclusions of treatment effects. In this exploratory study, we performed latent profile analysis to unveil differential treatment effects among children in The Incredible Years Teacher Classroom Management Programme (IY TCMP). This program has previously been shown to reduce behavioral problems in preschools and schools in total samples and subgroups. A total of 726 children (48.7% girls; Mage = 4.21 years; SDage = 0.86) from 92 childcare centers in Norway participated in either the intervention (n = 338) or the matched control condition (n = 388). First, by conducting latent profile analysis on baseline levels of child-teacher relationship (closeness, conflict), behavioral problems, and social competence, three distinct profiles were identified: High Risk (26.4%), Moderate Risk (42.8%), and Low Risk (30.7%) - each profile with unique characteristics. Second, we tested for within-profile, condition-by-time interactions following the intervention, showing distinct treatment responses for each profile. High-risk profiles profited most from the IY TCMP, with a substantial decrease in externalizing problems, more teacher closeness, and less teacher conflict. Moderate-risk profiles also gained better teacher-child relationships and improved social competence. The Low-Risk profiles showed no effects from the intervention. It is argued that latent profile analysis presents a feasible approach for examining within-sample heterogeneity in intervention research. It also reveals crucial information on treatment variability, as demonstrated in the Incredible Years Programme.

Do we get what we expect? A qualitative study of preschool teachers’ experiences with the Incredible Years® Teacher Classroom Management program

The Incredible Years® Teacher Classroom Management program (IY-TCM) is an evidence-based program with documented effectiveness and positive outcomes for teachers, children and parents. However, most of the research relies on quantitative approaches, with fewer qualitative studies exploring teachers’ personal perspectives. The aim of this study is to explore the teachers’ experiences when they got training on the IY-TCM. This study was a qualitative study and involved 11 preschool teachers who participated in two focus groups. The first focus group was conducted before the teachers started the IY-TCM training and aimed to assess the challenges they were facing in their classrooms and their expectations for the training. The second focus group took place two weeks after the teachers had completed the training and aimed to evaluate their perception of the training’s impact on children, parents, and themselves. Results indicated that, before the training, the teachers reported several behavioral challenges in their classrooms, felt exhausted and were concerned about the lack of parental involvement in the educational process. They were also enthusiastic about the training. After the training, they identified several changes: children had become more empathetic and self-regulated, and parents were more engaged in the educational process. Furthermore, teachers felt more self-confident/controlled, valued the management tools they had acquired during the training, and appreciated the sharing and support. Effective improvements were evidenced in children, parents, and teachers, underscoring the recognized effectiveness of the IY-TCM program.

Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study

ABSTRACT The Incredible Years Teacher Classroom Management (TCM) programme is an evidence-based training with documented positive effects on teachers’ classroom management strategies and pupil mental health. However, programme effectiveness alone does not ensure sustainability. This study explored teachers’ views on the sustainability of the TCM programme. One year after attending the TCM training, 25 UK primary schoolteachers participated in three focus groups and ten individual interviews. Data were thematically analysed using the Framework Method. One year after the training, teachers were still using TCM strategies, adapting their use to their new cohort of pupils and still reported positive effects on children, teacher-parent relationships, and themselves. However, some school-level and educational policy changes hindered their intended use of TCM strategies. Teachers had shared the TCM strategies with their colleagues, with mixed responses from the latter. To ensure the sustainability of the programme, teachers endorsed refresher sessions and a whole-school training approach.

Effectiveness of the Incredible Years® Teacher Classroom Management program: Preschool children's outcomes

The effectiveness of the Incredible Years® Teacher Classroom Management program (IY-TCM) in improving children's outcomes has been well-documented. We explored its effectiveness by examining the outcomes of children whose teachers completed the IY-TCM training during the COVID-19 pandemic. Based on a quasi-experimental design, this study involved 28 teachers and 403 preschool children from their classes. Children's social skills and behavior problems were assessed by teachers at three different times. The results showed that, following the intervention, the teachers reported that the children in the IY-TCM group had more social skills and fewer behavior problems than those in the non-intervention group. These improvements, more evident at follow-up, were associated to a decrease in the number of children at-risk for social and behavioral problems. Findings provided further support for the documented benefits of the IY-TCM on children's social and emotional behaviors, while also highlighting its effectiveness even when delivered in challenging conditions.

Nurturing Preschool Children’s Social Skills and Reducing Behavioral Difficulties Through Teacher Practices: The Answer of the Incredible Years Classroom Management Programme

ABSTRACTResearch Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program is an evidence-based intervention intended to promote the social and emotional skills of children and to reduce the frequency of inappropriate types of behavior. This paper reports on its initial implementation in Portugal. The primary aim of this study is to establish preliminary evidence on the social skills of Portuguese children and behavioral difficulties at school and on teacher practices concerning the IY-TCM as a universal stand- alone intervention. Additional aims are to determine whether is effective in a subsample of children at risk of developing behavioral disorders and to assess its acceptance by Portuguese preschool teachers. Eight pre-school teachers who received IY-TCM training were compared to eight corresponding teachers who did not. A total of 296 children, aged 3-6 years old, took part in the experiment. Overall, the results from this study suggest that the IY-TCM program had resulted in changes in the expected direction at child level (including children with early signs of disruptive behavior) and at teacher level, with medium and high effects sizes. Teacher satisfaction with numerous aspects of the IY-TCM program was high. Practice or Policies: This program can be very useful to be used in initial teachers training.

3.58 Teachers’Perceptions on the Sustainability of the Incredible Years Teacher Classroom Management Program: A One-Year Qualitative Follow-up Study

3.58 Teachers’Perceptions on the Sustainability of the Incredible Years Teacher Classroom Management Program: A One-Year Qualitative Follow-up Study

Distributional causal effects: Beyond an "averagarian" view of intervention effects.

The usefulness of mean aggregates in the analysis of intervention effectiveness is a matter of considerable debate in the psychological, educational, and social sciences. In addition to studying "average treatment effects," the evaluation of "distributional treatment effects," (i.e., effects that go beyond means), has been suggested to obtain a broader picture of how an intervention affects the study outcome. We continue this discussion by considering distributional causal effects. We present formal definitions of causal effects that go beyond means and utilize a distributional regression framework known as generalized additive models for location, scale, and shape (GAMLSS). GAMLSS allows one to characterize an intervention effect in its totality through simultaneously modeling means, variances, skewnesses, kurtoses, as well as ceiling and floor effects of outcome distributions. Based on data from a large-scale randomized controlled trial, we use GAMLSS to evaluate the impact of a teacher classroom management program on student academic performance. Results suggest the teacher classroom management training increased mean academic competence as well as the chance to obtain the maximum score on the academic competence scale. These effects would have been completely overlooked in a traditional evaluation of mean aggregates. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families

ABSTRACT Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program has shown efficacy in reducing behavioral problems and improving social skills among children experiencing poverty. However, quantitative studies that concentrate on its efficacy in relation to “proximal classroom outcomes” (e.g., classroom emotional and managerial interactions between teachers and children) and teacher psychological factors (e.g., self-efficacy and stress) are still needed. This study assesses the efficacy of the IY-TCM program with Portuguese teachers of economically disadvantaged preschool children. Measures included a) classroom observation of teacher behaviors and b) teacher self-reports of their practices, confidence, self-efficacy, and job-related stress associated with inappropriate student behaviors. A wait-list randomized controlled study was conducted with 65 female Portuguese teachers reporting pre- and post-intervention assessments. Moderation analyses were conducted to explore differential benefits of teacher, classroom and children’s variables. Significant differences favoring intervention teachers were found in teacher reports of their classroom practices (positive and inappropriate). Observational findings showed a positive intervention effect on the use of labeled praise but not on other teacher classroom behaviors. Participating in the program did not impact the teachers’ confidence/self-efficacy and job-related stress. Moderation analysis were found to be non-significant. Practice or Policy: Providing the IY-TCM program to early childhood teachers can contribute to an increase of their reported use and usefulness of effective classroom management practices and their use of labeled praise, thus contributing to the quality of early childhood education across a population of children experiencing poverty.

Teachers' views on the acceptability and implementation of the Incredible Years® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial.

BackgroundThe Incredible Years® (IY) Teacher Classroom Management (TCM) programme may reduce disruptive behaviour in the classroom and improve child and teacher mental health; however, few studies have considered how acceptable TCM is to teachers or what facilitators and barriers there are to its implementation.AimsIn this paper we examine the acceptability of the full 6‐day TCM programme and teachers’ perceived barriers and facilitators to implementation in the English (UK) primary school context.SampleForty‐four English (UK) primary school teachers who attended the TCM programme as part of the STARS trial.MethodsWe completed focus groups and telephone interviews with participating teachers 2 months after they completed the TCM programme. Thematic analysis was used to examine the data, and a framework approach was applied to organize and summarize themes.ResultsTeachers liked the structure of the course, the peer group learning environment, delivery methods, and the opportunity to reflect outside the classroom on their practice. They reported that the video clips used lacked cultural relevance and highlighted the importance of group leadership style. Perceived facilitators to implementation included an understanding of the theory underpinning TCM and adaptability of the TCM strategies. Barriers included perceived gaps in the course content in relation to challenging behaviour, applying strategies with older children and the school context within which teachers were working.ConclusionOur findings suggest high levels of acceptability to TCM overall, but also highlight the need for a whole school approach to combat potential barriers to implementation.

A Meta-Analysis of the Current State of Evidence of the Incredible Years Teacher-Classroom Management Program.

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.

Transition to Primary School of Children in Economic Disadvantage: Does a Preschool Teacher Training Program Make a Difference?

Transition to school may be experienced as a critical event for both children and their families. Within an ecological framework of transition, the scope of the concept of school readiness in recent years has decentered from the child to the environment, including the readiness of (pre)school education to develop core skills in children. This study aims to understand the extent to which preschool teachers' completion of training in the Incredible Years®-Teacher Classroom Management program (IY-TCM) during children’s last preschool year has an impact when children transition to primary school, and how this contributes to reducing differences between children with and without economic disadvantage. Forty-four teachers from classes with a high percentage of students in economic disadvantage completed questionnaires about 192 five/six-year-old children. Results from cross-sectional analyses showed that children whose preschool teachers attended the IY-TCM program, when compared to children whose teachers did not, were significantly higher in social skills, adaptation to school and school achievement at the end of the first term, and had parents more involved in education but with a lower bonding with the teachers (medium to large effect sizes). Although not statistically significant (p = .08, Hedge’s g = .29), results of longitudinal analyses are trending in the expected direction, suggesting that the IY- TCM could help to reduce socio-economic disparity. Results are discussed bearing in mind the importance of a preschool education that addresses the development of self-regulation and social skills in children, and the value of both initial and continuous training for preschool teachers.

Sustained CPD as an effective approach in the delivery of the incredible years teacher classroom management programme

ABSTRACT The Incredible Years Teacher Classroom Management (IYTCM) programme aims to equip teachers with the strategies and skills necessary to promote socio-emotional child development. In Ireland, educational psychologists from the National Educational Psychological Service (NEPS) are involved in the delivery of the IYTCM programme training to primary school teachers. This study sought to ascertain experiences of the continuing professional development (CPD) offered to teachers by NEPS during IYTCM programme dissemination. A qualitative research design using semi-structured interviews was adopted. Data were collected from primary school teachers and educational psychologists. Findings indicate that the sustained CPD, facilitated by NEPS, during programme delivery, presents as an effective approach to teacher CPD and to educational psychology service delivery. The study highlights the importance and efficacy of customising programme delivery, co-constructing behaviour plans and facilitating sustained support. The evaluation considers implications of the findings and possible further developments for this model of working.

Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes

ABSTRACT Teacher wellbeing is an important prerequisite for promoting student wellbeing, yet there is limited research exploring the potentiality of classroom management training for enhancing teacher psychological outcomes. This study used a pragmatic, pre-experimental design to evaluate a psychologist-led 6-month Incredible Years Teacher Classroom Management programme with 368 Irish primary teachers using well-validated measures of self-efficacy (Teacher Sense of Efficacy Scale-Long Version), wellbeing (Everyday Feelings Questionnaire) and burnout (Maslach Burnout Inventory Educators Survey). Mixed ANOVAs revealed significant improvements in wellbeing (p < .001, ηp 2 = .08), emotional exhaustion (p = .01, ηp 2 = .02), personal accomplishment (p < .001, ηp 2 = .07), and self-efficacy (p < .001, ηp 2 = .30) among participants. Whilst results must be interpreted cautiously, this study is positioned as being suggestive of psychological benefits for teachers accruing from evidence-based classroom management training.

Mediating Mechanisms of the Incredible Years Teacher Classroom Management Program.

This study examined whether, and the extent to which, the Incredible Years Teacher Classroom Management program predicted positive development of children’s emotional, behavioral, and social adjustment through changes in the child–teacher relationship. Using data from a longitudinal quasi-experimental intervention trial with a matched control condition, including 1,085 children (49.7% girls, meanage = 4.22 years; SDage = 0.88 years), the potential associations were tested by means of multilevel path modeling. The mediation model demonstrated that (1) children in the intervention condition achieved more favorable changes in the child–teacher relationship than the control condition; (2) changes in the child–teacher relationship were associated with changes in the target outcomes; and (3) the intervention effects were mediated via changes in the child–teacher relationship.

The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to third grade receiving special education services. Using data from a large randomized controlled trial conducted across 105 Kindergarten to third-grade classrooms and 1,817 children, we investigated the impact of IY TCM on children receiving special education services. Findings indicated that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had significant improvement in concentration problems, disruptive behavior, and social competence in comparison with children receiving special education in control classrooms.

Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate

In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.

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.

The Incredible Years Teacher Classroom Management (IY TCM) programme has shown promise in reducing behaviour problems among high-risk children in childcare. However, at present, we do not know whether the IY TCM successfully improves the child-teacher relationship in childcare and whether the effects manifest in both the population and in high-risk groups. Hence, we conducted a quasi-experimental pre-post study with a matched control condition to examine the changes in child-teacher relationships in a sample of 1085 children aged 3-6years after implementing the IY TCM programme. Linear mixed models revealed favourable group-by-time differences benefitting the intervention compared to the control condition. Subgroup analyses of children scoring at or above the 90th percentile on either internalising or externalising behaviour problems showed that the preventive effects persisted in both high-risk subsamples. In sum, the findings indicate that the IY TCM programme does improve child-teacher relationships and that the effect is present for the entire study population as well as children scoring in the clinical range on behaviour problems. This suggests that the application of the IY TCM programme in childcare settings has important preventive effects. Implications and limitations are further discussed.

Single-item teacher stress and coping measures: Concurrent and predictive validity and sensitivity to change

This study examined the concurrent and predictive validity of single-item scales for assessing teacher stress and coping. Correlations between the stress and coping items and present and end-of-year teacher-reported burnout and self-efficacy generally aligned with hypotheses, with stronger associations between coping and burnout and self-efficacy in comparison to the associations between stress and burnout and self-efficacy. Stress and coping items also predicted concurrent and future emotional exhaustion controlling for covariates; however, only coping consistently predicted additional variance in future emotional exhaustion with both stress and coping items in the model. Further, the coping item, not the stress item, demonstrated sensitivity to detect intervention effects; that is, teachers randomly assigned to receive a classroom management intervention (the Incredible Years Teacher Classroom Management program) had significantly higher coping scores compared to a wait-list comparison group. The results of this study provide support for the continued use of single-item stress and coping measures of teacher well-being, and areas for further research and potential use of these measures are discussed.

Teachers' perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils.

The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may be an effective way to reduce teacher stress levels, improve child behaviour, and promote positive socio-emotional development. However, few studies have considered what teachers think of the course and how it might work. In this paper, we examine teachers' perceptions of the impact of the TCM programme and how it might work in the classroom. Forty-four UK primary school teachers who attended the TCM programme as part of the STARS trial (Ford etal., 2018, Psychol. Med., 49, 828). Focus groups and interviews were held with teachers two months after completing the TCM programme. Thematic analysis (Braun & Clarke, 2006, Qual. Res. Psychol., 3, 77) was employed to explore the subsequent data. Three main themes were identified: impact on the teacher; on children; and on parent-teacher relationships. Impact on the teacher included a positive change in their ethos. Teachers reported being more able to see things from the child's perspective; placing a greater focus on building positive relationships; thinking before responding; feeling calmer, more confident, and in control; and employing strategies to create positive interactions with children. Teachers felt this had had a positive impact on their pupils' development and relationships with parents. Feedback on whether or not TCM was effective in tackling particularly challenging behaviour was more mixed. Our findings suggest that teachers experience the TCM programme as beneficial. This is discussed alongside other qualitative and quantitative studies in this field.

The Incredible Years® Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being: Results from the STARS randomized controlled trial.

Teaching is a stressful occupation with poor retention. The Incredible Years® Teacher Classroom Management (TCM) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers' own professional confidence and mental health. In this paper, we evaluate whether TCM may lead to changes in teachers' well-being, namely a reduction in burnout and an improvement in self-efficacy and mental health. Eighty schools across the South West of England were recruited between September 2012 and September 2014. Headteachers were asked to nominate one class teacher to take part. Eighty teachers were randomized to either attend a TCM course (intervention) or not (control). TCM was delivered to groups of up to 12 teachers in six whole-day workshops that were evenly spread between October and April. At baseline and 9-month follow-up, we measured teachers' mental health using the Everyday Feelings Questionnaire (EFQ), burnout using the Maslach Burnout Inventory-General Survey (MBI-GS), and self-efficacy using the Teachers' Sense of Efficacy Scale-Short (TSES-Short). Using linear regression models, there was little evidence of differences at follow-up between the intervention and control teachers on the outcomes (the smallest p-value was .09). Our findings did not replicate previous research that TCM improved teachers' sense of efficacy. However, there were limitations with this study including low sample size.