scholarly journals The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self‐efficacy, work‐related stress, and general well‐being: Results from theSTARSrandomized controlled trial

2019 ◽  
Vol 90 (2) ◽  
pp. 330-348
Author(s):  
Rachel Hayes ◽  
Daniel Titheradge ◽  
Kate Allen ◽  
Matt Allwood ◽  
Sarah Byford ◽  
...  
Keyword(s):  
Classroom Management ◽  
Controlled Trial ◽  
Well Being ◽  
Management Programme ◽  
Incredible Years ◽  
Work Related ◽  
Professional Self ◽  
Related Stress ◽  
Teacher Classroom ◽  
The Incredible Years

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

2015 ◽  
Vol 15 (2) ◽  
pp. 174-194 ◽  
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.

scholarly journals The effectiveness and cost-effectiveness of the Incredible Years®Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial

2018 ◽  
Vol 49 (5) ◽  
pp. 828-842 ◽  
Author(s):  
Tamsin Ford ◽  
Rachel Hayes ◽  
Sarah Byford ◽  
Vanessa Edwards ◽  
Malcolm Fletcher ◽  
...  
Keyword(s):  
Mental Health ◽  
Cost Effectiveness ◽  
Classroom Management ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Incredible Years ◽  
Cluster Randomised ◽  
Randomised Controlled ◽  
Teacher Classroom ◽  
The Incredible Years

AbstractBackgroundWe evaluated the effectiveness and cost-effectiveness of the Incredible Years®Teacher Classroom Management (TCM) programme as a universal intervention, given schools’ important influence on child mental health.MethodsA two-arm, pragmatic, parallel group, superiority, cluster randomised controlled trial recruited three cohorts of schools (clusters) between 2012 and 2014, randomising them to TCM (intervention) or Teaching As Usual (TAU-control). TCM was delivered to teachers in six whole-day sessions, spread over 6 months. Schools and teachers were not masked to allocation. The primary outcome was teacher-reported Strengths and Difficulties Questionnaire (SDQ) Total Difficulties score. Random effects linear regression and marginal logistic regression models using Generalised Estimating Equations were used to analyse the outcomes. Trial registration: ISRCTN84130388.ResultsEighty schools (2075 children) were enrolled; 40 (1037 children) to TCM and 40 (1038 children) to TAU. Outcome data were collected at 9, 18, and 30-months for 96, 89, and 85% of children, respectively. The intervention reduced the SDQ-Total Difficulties score at 9 months (mean (s.d.):5.5 (5.4) in TCMv.6.2 (6.2) in TAU; adjusted mean difference = −1.0; 95% CI−1.9 to −0.1;p= 0.03) but this did not persist at 18 or 30 months. Cost-effectiveness analysis suggested that TCM may be cost-effective compared with TAU at 30-months, but this result was associated with uncertainty so no firm conclusions can be drawn. A priori subgroup analyses suggested TCM is more effective for children with poor mental health.ConclusionsTCM provided a small, short-term improvement to children's mental health particularly for children who are already struggling.

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

Children ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Rachel Korest ◽  
John S. Carlson
Keyword(s):  
Classroom Management ◽  
Meta Analysis ◽  
Management Program ◽  
Effect Sizes ◽  
Incredible Years ◽  
Positive Effects ◽  
Current State ◽  
Dosage Study ◽  
Teacher Classroom ◽  
The Incredible Years

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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