Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress 2023 EHA Congress 2023 ASCO Annual Meeting
Clinical Collections
Advances in Alzheimer’s

Keynote webinar | Spotlight on sleep in brain health

LIVE: Thursday 2nd May 2024, 18:00-19:30 (CEST)

Quality sleep is essential for health. But what happens to our brains when sleep patterns are disturbed? Join our experts to explore the interplay between sleep disruption and neurological diseases, and the questions that you need to be asking your patients to help you prevent the harmful effects of sleep deprivation.
ADVANCED SEARCH
Log in
Top
BMC Psychiatry
Published in: BMC Psychiatry 1/2016

Open Access 01-12-2016 | Research article

Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

Authors: Bente Kirkhaug, May Britt Drugli, Bjørn Helge Handegård, Stian Lydersen, Merethe Åsheim, Sturla Fossum

Published in: BMC Psychiatry | Issue 1/2016

Login to get access

Abstract

Background

Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training.

Methods

A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1st – 3rd grade (age 6–8 years) assessed by their teacher as having severe externalizing problems on the Sutter–Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis.

Results

In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances.

Conclusion

The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.
Literature
1.
Dodge KA, Greenberg MT, Malone PS. Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Dev. 2008;79(6):1907–27.PubMedPubMedCentralCrossRef
2.
Achenbach TM, Rescorla LA. Manual for the ASEBA school-age forms & profiles. Burlington: University of Vermont, Research Center for Children, Youth, & Families; 2001.
3.
Hay DF, Payne A, Chadwick A. Peer relations in childhood. J Child Psychol Psyc. 2004;45(1):84–108.CrossRef
4.
Webster-Stratton C, Reid MJ. Strengthening social and emotional competence in young children - the foundation for early school readiness and success - Incredible Years classroom social skills and problem-solving curriculum. Infant Young Child. 2004;17(2):96–113.CrossRef
5.
Loeber R, Farrington DP. Young children who commit crime: epidemiology, developmental origins, risk factors, early interventions, and policy implications. Dev Psychopathol. 2000;12:737–62.PubMedCrossRef
6.
Bowman BT, Donovan S, Burns MS. Eager to learn: educating our preschoolers. Washington: National Academy Press; 2001.
7.
Efrati-Virtzer M, Margalit M. Students’ behaviour difficulties, sense of coherence and adjustment at school: risk and protective factors. Eur J Spec Needs Educ. 2009;24(1):59–73.CrossRef
8.
Rutter M, Bishop D, Pine D, Scott S, Stevenson JS, Taylor EA, Thapar A. Rutter’s child and adolescent psychiatry. London: Wiley-Blackwell; 2011.
9.
Rescola LA, Ivanova MY, Achenbach TM, Begovac I, Chahed M, Drugli MB, Emerich DR, Fung DSS, Haider M, Hansson K, et al. International epidemiology of child and adolescent psychopathology II: integration and applications of dimensional findings from 44 societies. J Am Acad Child Adolesc Psychiatry. 2012;51(12):1273–83.CrossRef
10.
Heiervang E, Stormark KM, Lundervold AJ, Heimann M, Goodman R, Posserud M-B, Ullebo AK, Plessen KJ, Bjelland I, Stein AL, et al. Psychiatric disorders in Norwegian 8-to 10-year-olds: an epidemiological survey of prevalence, risk factors, and service use. J Am Acad Child Adolesc Psychiatry. 2007;46(4):438–47.PubMedCrossRef
11.
Wichstrøm L, Berg-Nielsen TS, Angold A, Egger HL, Solheim E, Sveen TH. Prevalence of psychiatric disorders in preschoolers. J Child Psychol Psyc. 2012;53(6):695–705.CrossRef
12.
Webster-Stratton C. How to promote childrens’s social and emotional competence. London: Paul Champman/sage; 1999.
13.
Arnesen A, Ogden T, Sørlie M-A, Ellgaard S. Positiv adfærd og støttende læringsmiljø i skolen. Dafolo: Frederikshavn; 2008.
14.
Moffitt TE, Scott S. Conduct Disorders of Childhood and Adolescence. In: Rutter’s Child and Adolescent Psychiatry. edn.: Oxford: Blackwell Publishing Ltd.; 2009: 543–564.
15.
Maughan B, Rowe R, Messer J, Goodman R, Meltzer H. Conduct disorder and oppositional defiant disorder in a national sample: developmental epidemiology. J child Psychol Psyc. 2004;45(3):609–21.CrossRef
16.
Sourander A, Jensen P, Davies M, Niemela S, Elonheimo H, Ristkari T, Helenius H, Sillanmaki L, Jorma P, Kumpulainen K, et al. Who is at greatest risk of adverse long-term outcomes? The Finnish from a boy to a man study. J Am Acad Child Adolesc Psychiatry. 2007;46(9):1148–61.PubMedCrossRef
17.
Egger HL, Angold A. Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. J Child Psychol Psyc. 2006;47(3–4):313–37.CrossRef
18.
Arnold DH, Ortiz C, Curl JC, Stowe RM, Goldstein NF, Fisher PH, Zeljo A, Yershova I. Promoting academic success and preventing disruptive behavior disorders through community partnership. J Community Psychol. 1999;27(5):589–98.CrossRef
19.
Gustafsson JE, Allodi WM, Åkerman A, Eriksson C, Eriksson L, Fischbein S, Granlund M, Gustafsson P, Ljungdahl S, Ogden T: School, learning and mental health: a systematic review. Stockholm: Kungl Vetenskapsakademien 2010; 2010.
20.
Gustafsson JE, Allodi WM, Åkerman A, Eriksson C, Eriksson L, Fischbein S, Granlund M, Gustafsson P, Ljungdahl S, Ogden T: School, learning and mental health: A systematic review. In. Stockholm: Kungl. Vetenskapsakademien 2010; 2010.
21.
Hattie J. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge; 2009.
22.
Webster- Stratton C, Okstad KA. Hvordan fremme sosial og emosjonell kompetanse hos barn. Oslo: Gyldendal akademisk; 2005.
23.
Ertsvåg KS, Vaaland GS. Prevention and reduction of behavioural problems in school: an evaluation of the Respect program. Educ Psychol-UK. 2007;27(6):713–36.CrossRef
24.
Greer-Chase M, Rhodes WA, Kellam SG. Why the prevention of aggressive disruptive behaviors in middle school must begin in elementary school. Clearing House. 2002;75(5):242–5.CrossRef
25.
Kellam SG, Ling X, Merisca R, Brown CH, Ialongo N. The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Dev Psychopathol. 2000;10(02):165–85.CrossRef
26.
Weinstein CS, Novodvorsky I. Middle and secondary classroom management: lessons from research and practice 3edn. NY: McGraw-Hill; 2007.
27.
Payton JW, Weissberg RP, Durlak JA, Dymnicki AB, Taylor RD, Schellinger KB, Pachan M. Positive impact of social and emotional learning for kindergarten to eighth-grade students: findings from three scientific reviews (technical report). Chicago: Collaborative for Academic, Social, and Emotional Learning; 2008.
28.
Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students’ social and emotional learning: a meta‐analysis of school‐based universal interventions. Child Dev. 2011;82(1):405–32.PubMedCrossRef
29.
Hoy AW, Weinstein CS. Students’ and teachers’ perspectives about classroom management. In: Evertson C, Weinstein CS, editors. Handbook for classroom management: research, practice, and contemporary issues. Mahwah: Lawrence Erlbaum; 2006. p. 181–220.
30.
Webster-Stratton C, Reinke MW, Herman CK, Newcomer LL. The incredible years teacher classroom management training: the methods and principles that support fidelity of training delivery. Sch Psychol Rev. 2011;40(4):509–29.
31.
Rutter M. Implications of resilience concepts for scientific understanding. Ann NY Acad Sci. 2006;1094(1):1–12.PubMedCrossRef
32.
Hamre BK, Pianta RC. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Dev. 2005;76(5):949–67.PubMedCrossRef
33.
Paro KML, Pianta RC, Stuhlman M. The classroom assessment scoring system: findings from the prekindergarten year. Elem Sch J. 2004;104(5):409–26.CrossRef
34.
Osher D, Vanacker R, Morrison GM, Gable R, Dwyer K, Quinn M. Warning signs of problems in schools. J Sch Violence. 2004;3(2–3):13–37.CrossRef
35.
O’Connor EE, Dearing E, Collins BA. Teacher-child relationship and behavior problem trajectories in elementary school. Am Educ Res J. 2011;48(1):120–62.CrossRef
36.
Baker JA, Grant S, Morlock L. The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. Sch Psychol Q. 2008;23(1):3–15.CrossRef
37.
Hamre BK, Pianta RC. Early teacher- student relationships and the trajectory of children’s school outcomes through eighth grad. Child Dev. 2001;2:625–38.CrossRef
38.
Ladd GW, Burgess KB. Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Dev. 2001;72(5):1579–601.PubMedCrossRef
39.
Cornelius-White J. Learner-centered teacher-student relationships are effective: a meta-analysis. Rev Educ Res. 2007;77(1):113–43.CrossRef
40.
Wilson SJ, Lipsey MW: School-based interventions for aggressive and disruptive behavior: update of a meta-analysis. Am J Prev Med. 2007;33(2, Supplement 1):S130–S143.
41.
Webster- Stratton C, Reid MJ, Stoolmiller M. Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. J Child Psychol Psyc. 2008;49(5):471–88.CrossRef
42.
Hoagwood KE, Olin SS, Kerker BD, Kratochwill TR, Crowe M, Saka N. Empirically based school interventions targeted at academic and mental health functioning. J Emot Behav Disord. 2007;15(2):66–92.CrossRef
43.
Sandler I, Wolchik SA, Cruden G, Mahrer NE, Ahn S, Brincks A, Brown CH. Overview of meta-analyses of the prevention of mental health, substance use, and conduct problems. Annu Rev Clin Psycho. 2014;10:243–73.CrossRef
44.
Hutchings J, Martin-Forbes P, Daley D, Williams ME. A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. J School Psychol. 2013;51(5):571–85.CrossRef
45.
Wilson SJ, Lipsey MW, Derzon JH. The effects of school-based intervention programs on aggressive behavior: a meta-analysis. J Consult Clin Psych. 2003;71(1):136–49.CrossRef
46.
Webster Stratton C, Reid MJ. The incredible years parents, teachers, and children training series. In: Kazdin AE, Weisz JR, editors. Evidence based psychotherapies for children and adolescents. New York: Guilford Press; 2003. p. 194–210.
47.
Webster-Stratton C, Herman KC. Disseminating Incredible Years Series early‐intervention programs: integrating and sustaining services between school and home. Psychol Sch. 2010;47(1):36–54.
48.
Webster-Stratton C, Reid MJ, Hammond M. Treating children with early-onset conduct problems: intervention outcomes for parent, child, and teacher training. J Clin Child Adolesc. 2004;33(1):105–24.CrossRef
49.
Webster-Stratton C. The Incredible Years: Parents, Teachers, and Children Training Series. Residential Treat Child Youth. 2001;18(3):31–45.CrossRef
50.
Reinke WM, Herman KC, Stormont M. Classroom-level positive behavior supports in schools implementing SW-PBIS identifying areas for enhancement. J Posit Behav Interv. 2013;15(1):39–50.CrossRef
51.
Webster-Stratton C, Reid MJ, Hammond M. Preventing conduct problems, promoting social competence: a parent and teacher training partnership in head start. J Clin Child Psychol. 2001;30(3):283–302.PubMedCrossRef
52.
Kirkhaug B, Drugli MB, Mørch W-T, Handegård BH. Teacher report of children’s problem behavior on The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) in a Norwegian sample of preschool and school children. Scan J Educ Res. 2010;56(2):139–53.CrossRef
53.
Eyberg SM, Pincus D. Eyberg Child Behavior Inventory (ECBI) & Sutter-Eyberg Student Behavior Inventory-revised (SESBI-R). Lutz: Psychological Assessment Resources; 1999.
54.
Gresham FM, Elliott SN. Social skills rating system manual: circle pines. MN: American Guidance Service; 1990.
55.
Drugli MB, Hjemdal O. Factor structure of the student–teacher relationship scale for Norwegian school-age children explored with confirmatory factor analysis. Scan J Educ Res. 2012;57(5):457–66.CrossRef
56.
Pianta RC. Manual and scoring guide for the student-teacher relationship scale. Charlottesville: University of Virginia; 1996.
57.
Webster-Stratton C, Reid MJ, Hammond M. Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. J Clin Child Adolesc Psycl. 2004;33(1):105–24.CrossRef
58.
Eyberg SM, Nelson MM, Boggs SR. Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. J Clin Child Adolesc. 2008;37(1):215–37.CrossRef
59.
60.
Slough NM, McMahon RJ, Bierman KL, Coie JD, Dodge KA, Foster EM, Greenberg MT, Lochman JE, McMahon RJ, Pinderhughes EE. Preventing serious conduct problems in school-age youths: the Fast Track Program. Cogn Behav Pract. 2008;15(1):3–17.PubMedPubMedCentralCrossRef
61.
Nurmi J-E. Students’ characteristics and teacher–child relationships in instruction: a meta-analysis. Educ Res Rev. 2012;7(3):177–97.CrossRef
62.
McGrath KF, Van Bergen P. Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educ Res Rev. 2015;14:1–17.CrossRef
63.
Roorda DL, Koomen HMY, Spilt JL, Oort FJ. The influence of affective teacher–student relationships on students’ school engagement and achievement: a meta-analytic approach. Rev Educ Res. 2011;81(4):493–529.
64.
Hayes LL, Robnolt VJ. Data‐driven professional development: the professional development plan for a reading excellence act school. Read Res Instruct. 2006;46(2):95–119.CrossRef
65.
Hektner JM, August GJ, Bloomquist ML, Lee S, Klimes-Dougan B. A 10-year randomized controlled trial of the Early Risers conduct problems preventive intervention: effects on externalizing and internalizing in late high school. J Consult Clin Psychol. 2014;82(2):355–60.PubMedCrossRef
66.
Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, Pagani LS, Feinstein L, Engel M, Brooks-Gunn J, et al. School readiness and later achievement. Dev Psychol. 2007;43(6):1428–46.PubMedCrossRef
67.
Spinath B, Eckert C, Steinmayr R. Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? Educ Res. 2014;56(2):230–43.CrossRef
68.
Gottfredson DC, Gottfredson GD. Quality of school-based prevention programs: results from a national survey. J Res Crime Delinq. 2002;39(1):3–35.CrossRef
69.
Sørlie M-A, Ogden T. School-wide positive behavior support–Norway: Impacts on problem behavior and classroom climate. Int J Sch Educ Psychol. 2015;3(3):202–17.CrossRef
70.
Elliott SN, Gresham FM, Freeman T, McCloskey G. Teacher and observer ratings of Children’s social skills: validation of the social skills rating scales. J Psychoeduc Assess. 1988;6(2):152–61.CrossRef
71.
Ogden T. The validity of teacher ratings of adolescents’ social skills. Scand J Educ Res. 2003;47(1):63–76.CrossRef
Metadata
Title
Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study
Authors
Bente Kirkhaug
May Britt Drugli
Bjørn Helge Handegård
Stian Lydersen
Merethe Åsheim
Sturla Fossum
Publication date
01-12-2016
Publisher
BioMed Central
Published in
BMC Psychiatry / Issue 1/2016
Electronic ISSN: 1471-244X
DOI
https://doi.org/10.1186/s12888-016-1077-1

Other articles of this Issue 1/2016

BMC Psychiatry 1/2016 Go to the issue

Research article

Cortical thickness and emotion processing in young adults with mild to moderate depression: a preliminary study

Research article

Clinical assessment of bipolar depression: validity, factor structure and psychometric properties of the Korean version of the Bipolar Depression Rating Scale (BDRS)

Research article

Quality criteria of involuntary psychiatric admissions - before and after the revision of the civil code in Switzerland

Research article

Metabolic syndrome and adverse clinical outcomes in patients with bipolar disorder

Research article

Understanding and meeting information needs for patients with posttraumatic stress disorder

Research article

Self-control and problematic mobile phone use in Chinese college students: the mediating role of mobile phone use patterns