Change in teacher–student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting

Abstract

This quasi-experimental pre-post comparison group design examined if the Incredible Years (IY) Teacher Classroom Management (TCM) programme implemented as a school-wide universal preventive intervention to students aged 6-8 years at the lower primary level in a regular school setting had an effect on teacher-student relationships and teacher-parent involvement. The IY-TCM training was delivered simultaneously to the entire group of school staff in first to third grade. Teacher reports in 21 intervention schools were compared to teacher reports in 23 control schools. A total of 241 teachers and 1,518 students took part in the trial. Linear mixed model analyses suggest modest positive effects on change in teacher-student closeness (d w = 0.22) and conflict (d w = 0.15), where a moderator analysis showed a significantly higher treatment effect for high-risk students on change in teacher-student conflict. A positive effect was found on change in teacherreported parent involvement in school (d w = 0.40), however, not on change in teacher-reported bonding with parents. Results suggest a potential preventive impact of the IY-TCM programme on change in teacher-student relationships and teacher-parent involvement when implemented as a universal preventive intervention in a regular school setting.

Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate

“…Hence, the two measurements may capture different elements of the classroom environment. As cited, in a teacher sample within the same data set as in the present study, positive effects on teacher-student conflict and closeness were revealed (d w = 0.15-0.22; Aasheim et al, 2018). Taken together, these findings may suggest that teachers in the present study did in fact experience some advantageous changes in their classroom interactions with students.…”

“…As far as we know, this is the first evaluation of the IY TCM program given as a universal preventive intervention to the entire group of teachers at the lower primary school level simultaneously. Findings from the same data set showed significant results for teacher-reported changes in student problem behavior and social skills after the IY TCM intervention, as well as for change in teacher-student relationship and parent involvement in school/teacher (Aasheim et al, 2018(Aasheim et al, , 2019. Overall findings in these studies were in the small range.…”

“…Given the effects for change in teacher-reported student behavior and teacher-student relationship found in the same data set after the IY TCM intervention (Aasheim et al, 2018(Aasheim et al, , 2019, and the logic assumption that a change in teacher behavior is followed by a change in student behavior, group differences in pre-post change on teacher behavior were expected in the study. No statistically significant main effects of the IY TCM program on teacher-reported outcomes were found when the program was implemented over an 8 to 9 months period as a universal preventive intervention in a regular school setting.…”

Mediating Mechanisms of the Incredible Years Teacher Classroom Management Program

“…Based on the aforementioned theoretical rationale, the intention of the IY TCM intervention is to improve essential caregiver competence skills (e.g., increased sensitivity toward the children’s emotional, social, and physical needs; decreased use of critical and harsh discipline; predictable routines; appropriate limit-setting; respect for the child’s autonomy) as the means to nurture better child–teacher relationships ( Webster-Stratton and Reid, 2008 ). The research literature on the IY TCM program supports its intentions, with favorable changes in the targeted teacher-related outcomes of teacher caregiver competence ( Shernoff and Kratochwill, 2007 ; Raver et al, 2008 ; Hutchings et al, 2013 ) and child–teacher relationship ( Aasheim et al, 2018 ; Tveit et al, 2019 ), as well as the addressed child-related outcomes of emotional and behavioral difficulties ( Baker-Henningham et al, 2012 ; Fossum et al, 2017 ; Ford et al, 2019 ) and social competence ( Reinke et al, 2018 ; Aasheim et al, 2019 ). In addition, several studies have looked at indicators of classroom management, reporting moderate to high effects positive classroom climate ( Murray et al, 2018 ) and teacher sensitivity ( Raver et al, 2008 ), emphasizing the broader implications of the program.…”

Mediating the Relation Between Parent-Child Attachment Relationships and Peer Acceptance With Preschoolers’ Self-Regulation

“…and fostering emotional regulation, social skills, and problem-solving in children (Webster-Stratton, 2013). These programs demonstrated improvements in teacher-student relationships, proactive and effective classroom management skills, strengthened teacher-parent partnerships (Aasheim, Drugli, Reedtz, Handegård, & Martinussen, 2018;Hutchings, Martin-Forbes, Daley, & Williams, 2013).…”