Evaluation of the IY TCM Program in Norwegian School and Day-care Settings

Study Overview
=================
Brief Summary
-----------------
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.

Detailed Description
-----------------
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).

Official Title
-----------------
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)

Conditions
-----------------
Behavior Problem

Intervention / Treatment
-----------------
* Behavioral: IY TCM


Participation Criteria
=================
Eligibility Criteria
-----------------
Inclusion Criteria: 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. Exclusion Criteria: 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.

Ages Eligible for Study
-----------------
Minimum Age: 3 Years
Maximum Age: 8 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
Accepts Healthy Volunteers

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Prevention
Allocation: Non-Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: IY TCM<br>Incredible Year (IY) Teacher Classroom Management (TCM) training, 6 full-day workshops (42 hours) | Behavioral: IY TCM<br>* The Incredible Years Teacher Classroom Management program is a manualized program for teachers and staff in school and day-care settings to strengthen teacher classroom management strategies, to reduce negative behavior and promote prosocial behavior, as well as school readiness in children. Two qualified IY TCM group-leaders (facilitators) train teachers and staff in groups through six full-day workshops (a total of 42 hours).Workshop 1: Building Positive Relationships with Students, Workshop 1b: Preventing Behavior Problems -The Proactive Teacher, Workshop 2: The Importance of Teacher Attention, Coaching and Praise, Workshop 3: Motivating Children Through Incentives, Workshop 4 & 5: Decreasing Inappropriate Behavior and Workshop 6: Emotional Regulation, Social Skills & Problem Solving.<br>|
| No Intervention: Comparison<br>No Incredible Year (IY) Teacher Classroom Management (TCM) training. | |

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R). | 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. | From baseline to 8-9 months after. | 
| Change in behavior for student 6-8 year measured with the Teacher Report Form (TRF). | 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. | From baseline to 8-9 months after. | 
| Change in behavior for student 6-8 year measured with the Social Skills Rating System (SSRS). | 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. | From baseline to 8-9 months after. | 
| Change in behavior for student 6-8 year with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R). | 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. | From baseline to 8-9 months after. | 
| Change in behavior for student 6-8 year with severe behavior problems measured with the Teacher Report Form (TRF). | 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. | From baseline to 8-9 months after. | 
| Change in behavior for student 6-8 year with severe behavior problems measured with the Social Skills Rating System (SSRS). | 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. | From baseline to 8-9 months after. | 
| Change in behavior for student 6-8 year with severe behavior problems measured with the Student-Teacher Relationship Scale (STRS). | 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. | From baseline to 8-9 months after. | 
| 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). | 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. | From baseline to 8-9 months after. | 
| Change in behavior for children 3-6 year without and with severe behavior problems measured the Caregiver-Teacher Report Form (CTRF) | 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. | From baseline to 8-9 months after. | 
| Change in behavior for children 3-6 year without and with severe behavior problems measured the Social Competence and Behavior Evaluation Scale (SCBE) . | 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. | From baseline to 8-9 months after. | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in teacher-student relationship for student 6-8 year measured with the Student-Teacher Relationship Scale (STRS). | 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. | 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). | Teacher-Parent Involvement Questionnaire (INVOLVE-T) consist of 20 items and addresses the degree of parental involvement in school based on teacher ratings. | From baseline to 8 - 9 months after. | 
| Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 6-8 year). | The Teacher Self-Efficacy Scale refers to the individual teacher ideas of their own ability to accomplish the tasks they are given as a teacher. It is a 24 item scale and consisting of six subscales. The six subscales are instruction, adapting education to individual student's needs, motivating students, keeping discipline, cooperating with colleagues and parents, and coping with changes and challenges. | From baseline to 8 - 9 months after. | 
| Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 6-8 year). | The Collective Teacher Efficacy Scale refers to the teacher beliefs about the collective capability of the organization to influence student achievement. Measures the perceived collective teacher efficacy (7 items), external control scale (5 items) and strain factors (4 items). | 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). | The Teacher Observed Problem Behavior in School Environment & Classroom consists of a 23-item scale measuring teacher responses to problem behavior. This scale consists of five sub factors (positive and supportive responses, responses affected by problem solving and negotiation, moderate behavioral rectifying responses, negative consequences, and formal sanctions) giving two categories of classroom management styles; informal and formal. | 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). | Behavior in School Environment & Classroom (CES) measures the prevalence of problem behaviour in classroom environment with 20 items, and school environment with 15 items. | 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). | The Classroom Climate Scale (CCS) is a 14-item scale measuring the quality of the learning environment. | 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). | 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. | 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). | Eyberg Child Behavior Inventory (ECBI) consist of 36 problem behaviors commonly reported by parents of children with conduct problems. The inventory assesses behavior on two dimensions, the frequency of the behavior, and whether or not, the behavior is currently a problem. | 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). | 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. | 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). | Teacher-Parent Involvement Questionnaire (INVOLVE-T) consist of 20 items and addresses the degree of parental involvement in school based on teacher ratings. | From baseline to 8 - 9 months after. | 
| Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 3-6 year). | The Teacher Self-Efficacy Scale refers to the individual teacher ideas of their own ability to accomplish the tasks they are given as a teacher. It is a 24 item scale and consisting of six subscales. The six subscales are instruction, adapting education to individual student's needs, motivating students, keeping discipline, cooperating with colleagues and parents, and coping with changes and challenges. | From baseline to 8 - 9 months after. | 
| Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 3-6 year). | The Collective Teacher Efficacy Scale refers to the teacher beliefs about the collective capability of the organization to influence student achievement. Measures the perceived collective teacher efficacy (7 items), external control scale (5 items) and strain factors (4 items). | 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). | The Teacher Observed Problem Behavior in School Environment & Classroom consists of a 23-item scale measuring teacher responses to problem behavior. This scale consists of five sub factors (positive and supportive responses, responses affected by problem solving and negotiation, moderate behavioral rectifying responses, negative consequences, and formal sanctions) giving two categories of classroom management styles; informal and formal. | 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). | 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. | 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). | Eyberg Child Behavior Inventory (ECBI) consist of 36 problem behaviors commonly reported by parents of children with conduct problems. The inventory assesses behavior on two dimensions, the frequency of the behavior, and whether or not, the behavior is currently a problem. | From baseline to 8 - 9 months after. | 

 Terms related to the study
=================
Keywords Provided by Centre Hospitalier Valida
-----------------
Behavior Problem, Social Competence, Student, Children