Evaluation of the Incredible Years Teacher Classroom Management Program in Norwegian School and Day-care Settings: Changes in Students' (6-8 Year) and Children's Behavior (3-6 Year)
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 5,807
- 主要终点
- Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
研究概览
简要总结
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.
详细描述
Evaluation of the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention in regular school and day-care settings, have the potential to change negative behaviors in children aged 3 - 8 year. Forty-four schools were recruited; comprising 1518 students aged 6-8 year, and 91 day-care units comprising 1049 children aged 3-6 year. Multilevel analyzes were used to examine group differences pre-post changes for behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) and the Teacher Report Form (TRF), as well as group differences pre-post change for social behavior measured the Social Skills Rating System (SSRS). For secondary findings, group differences pre-post changes for teacher- student and teacher-children relationship were measured with the Student-Teacher Relationship Scale (STRS) (teachers N= 444), and teacher-parents interactions were measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T/P) (parents N = 2109), as well as group differences pre-post change for teachers self- and collective efficacy measured the Norwegian Teacher Self-Efficacy Scale (NTSES) and the Collective Efficacy Scale (CES) (teachers N = 3240).
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 3 Years 至 8 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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.
排除标准
- •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.
结局指标
主要结局
Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for student 6-8 year measured with the Teacher Report Form (TRF).
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for student 6-8 year with severe behavior problems measured with the Social Skills Rating System (SSRS).
时间窗: From baseline to 8-9 months after.
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.
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).
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for student 6-8 year measured with the Social Skills Rating System (SSRS).
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for student 6-8 year with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for student 6-8 year with severe behavior problems measured with the Teacher Report Form (TRF).
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for student 6-8 year with severe behavior problems measured with the Student-Teacher Relationship Scale (STRS).
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for children 3-6 year without and with severe behavior problems measured the Caregiver-Teacher Report Form (CTRF)
时间窗: From baseline to 8-9 months after.
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.
Change in behavior for children 3-6 year without and with severe behavior problems measured the Social Competence and Behavior Evaluation Scale (SCBE) .
时间窗: From baseline to 8-9 months after.
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.
次要结局
- 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 problem behavior for students 6-8 year measured with the Behavior in School Environment & Classroom (CES).(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-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 self-efficacy measured with the Teacher Self-Efficacy Scale (student 6-8 year).(From baseline to 8 - 9 months after.)
- Change in student behavior; generalization effects to home environment for student 6-8 year measured with the Eyberg Child Behavior Inventory (ECBI).(From baseline to 8 - 9 months after.)
- Change in teacher-children relationship for children 3-6 year measured with the Student-Teacher Relationship Scale (STRS).(From baseline to 8 - 9 months after.)
- Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 3-6 year).(From baseline to 8 - 9 months after.)
- Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 3-6 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.)
- Change in teacher self-efficacy and collective teacher efficacy measured with Classroom Climate Scale (student 6-8 year).(From baseline to 8 - 9 months after.)
- Change in student behavior; generalization effects to home environment for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).(From baseline to 8 - 9 months after.)
- Change in teacher self-efficacy and collective teacher efficacy measured with The Teacher Observed Problem Behavior in School Environment & Classroom (student 3-6 year).(From baseline to 8 - 9 months after.)
- Change in children behavior; generalization effects to home environment for children 3-6 year measured with the Eyberg Child Behavior Inventory (ECBI).(From baseline to 8 - 9 months after.)
- Change in teacher-parents interactions for children 3-6 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).(From baseline to 8 - 9 months after.)
- Change in children behavior; generalization effects to home environment for children 3-6 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).(From baseline to 8 - 9 months after.)