Clinical trial NCT02962843: Evaluation of the IY TCM Program in Norwegian School and Day-care Settings
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)
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Behavior Problem
Keywords: Behavior Problem
Social Competence
Student
Children
Lead sponsor: University of Tromso
Sponsor class: OTHER
Collaborators: name: Norwegian University of Science and Technology
First posted: 2016-11-11
Enrollment: 5807
Sex: ALL
Minimum age (years): 3
Maximum age (years): 8
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: NON_RANDOMIZED
Intervention model: PARALLEL
Primary purpose: PREVENTION

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).

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.

Primary outcomes:
measure: Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for student 6-8 year measured with the Teacher Report Form (TRF).
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for student 6-8 year measured with the Social Skills Rating System (SSRS).
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for student 6-8 year with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for student 6-8 year with severe behavior problems measured with the Teacher Report Form (TRF).
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for student 6-8 year with severe behavior problems measured with the Social Skills Rating System (SSRS).
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for student 6-8 year with severe behavior problems measured with the Student-Teacher Relationship Scale (STRS).
timeFrame: From baseline to 8-9 months after.
measure: 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).
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for children 3-6 year without and with severe behavior problems measured the Caregiver-Teacher Report Form (CTRF)
timeFrame: From baseline to 8-9 months after.
measure: Change in behavior for children 3-6 year without and with severe behavior problems measured the Social Competence and Behavior Evaluation Scale (SCBE) .
timeFrame: From baseline to 8-9 months after.
Secondary outcomes:
measure: Change in teacher-student relationship for student 6-8 year measured with the Student-Teacher Relationship Scale (STRS).
timeFrame: From baseline to 8-9 months after.
measure: Change in teacher-parents interactions for student 6-8 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 6-8 year).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 6-8 year).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in teacher self-efficacy and collective teacher efficacy measured with Teacher Observed Problem Behavior in School Environment & Classroom (student 6-8 year).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in problem behavior for students 6-8 year measured with the Behavior in School Environment & Classroom (CES).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in teacher self-efficacy and collective teacher efficacy measured with Classroom Climate Scale (student 6-8 year).
timeFrame: From baseline to 8 - 9 months after.
measure: 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).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in student behavior; generalization effects to home environment for student 6-8 year measured with the Eyberg Child Behavior Inventory (ECBI).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in teacher-children relationship for children 3-6 year measured with the Student-Teacher Relationship Scale (STRS).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in teacher-parents interactions for children 3-6 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 3-6 year).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 3-6 year).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in teacher self-efficacy and collective teacher efficacy measured with The Teacher Observed Problem Behavior in School Environment & Classroom (student 3-6 year).
timeFrame: From baseline to 8 - 9 months after.
measure: 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).
timeFrame: From baseline to 8 - 9 months after.
measure: Change in children behavior; generalization effects to home environment for children 3-6 year measured with the Eyberg Child Behavior Inventory (ECBI).
timeFrame: From baseline to 8 - 9 months after.
Other outcomes:
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