The Incredible Years Teacher Classroom Management Program in Norway: Effects of a universal preventive effort in regular school- and kindergarten settings.

Introduction:Students, who show early onset of risk factors linked to behavior problems, are in increased risk for academic underachievement, school failure and dropout, as well as duration of mental health problems (Scott, Knapp, Henderson & Maughan, 2001). Protective factors, such as school readiness and prosocial behavior, as well as teacher-student relationship and teacher involvement with parents may be important predictors of students’ school function and achievement (Efrati‐Virtzer & Margalit, 2009; McGrath & Van Bergen, 2015). Purpose of this study was to examine if the Incredible Years (IY) Teacher Classroom Management (TCM) given as a preventive intervention in a naturalistic school setting in Norway had the potential to counteract risk factors linked to the development of behavior problems.

Method: A quasi-experimental control group design with pre- and post-measurements was used to examine whether training teachers 1^st-3^rdgrade in IY TCM strategies prevented behavior problems and promoted prosocial behavior in student aged 6-8 year, as well as promoted teacher-student relationship and teacher-parents interactions. Forty-four schools were recruited; comprising 1518 students. Multilevel analyzes were used to examine group differences pre-post change from baseline to 8-9 months after. Change in student behavior were measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R), the Teacher Report Form (TRF), and the Social Skills Rating System (SSRS). Change in teacher-student relationship and teacher-parents interactions, were measured with the Student-Teacher Relationship Scale (STRS) and the Teacher-Parent Involvement Questionnaire (INVOLVE-T/P) respectively.

Results:Significant group differences for change in behavior problems (SESBI-R Intensity) and for attention difficulties (TRF Attention Problems), as well as for social competence (SSRS Total) were found. For change in teacher-student closeness (STRS Closeness) and teacher-student conflict (STRS Conflict), there were significant group differences. There was a significant group difference for change in teacher-parents interactions (INVOLVE-T), however, for this finding group were significant different at baseline. There were no significant group difference for change in students’ academic performance (TRF Academic Performance).

Conclusion:The IY TCM training given as a preventive intervention led to benefits in students’ behavior, and give support to direct attention towards teachers’ strategies to prevent behavior problems in students, as well as to promote protective factors that are linked to students’ mental health and well-being. Findings points to the feasibility of a universal prevention and promotion strategy.

Aasheim, M., Drugli, M. B., Fossum, S., Handegård, B. H., Kirkhaug, B., Lydersen, S., Martinussen, M., Mørch, W.-T., Reedtz, C., The Regional Centre for Child and Youth Mental Health and Child Welfare – North Norway, at the Artic University of Norway (UiT)