Incredible Years Teacher Classroom Management is a universal teacher-training intervention for teachers of children between 4 and 8 years. It is delivered by practitioners with an education or psychology background to groups of teachers in six full-day sessions in monthly or weekly meetings.
The information above is as offered/supported by the intervention provider.
4 to 8 years old
Group
Child outcomes:
UK available
UK tested
Incredible Years Teacher Classroom Management is a universal teacher-training intervention for teachers of children aged between 4 to 8 years old. It is delivered by practitioners with an education or psychology background to groups of teachers in six full-day sessions, in monthly or weekly meetings.
Incredible Years Teacher Classroom Management (IY-TCM) aims to improve teachers’ competencies in supporting children in the classroom and developing children’s social, emotional, and problem-solving skills. Incredible Years group leaders work with teachers to develop specific skills including non-aversive disciplining strategies such as using encouragement and incentives and ignoring negative behaviour, giving praise and attention to prosocial behaviour, and using predictable schedules, as well as developing teacher competencies in facilitating child-directed play and cooperative learning opportunities.
IY-TCM workshops use video modelling to teach new skills; in each workshop teachers watch recordings of effective teaching strategies and then role play the use of the strategies, receiving feedback from facilitators and other teachers in the session. The workshops build on content from previous sessions, and are designed to be adaptable to the skill levels, experiences, and cultural backgrounds of participating teachers. Learning is also supported through the use of group discussions and verbal and written assignments.
IY-TCM also incorporates coaching; as teachers learn and implement the skills covered in the workshops they are supported by a coach, who observes lessons, provides feedback, and assists with problem solving, goal setting and implementing workshop strategies on a one-to-one basis.
IY-TCM can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
4 to 8 years old
Teachers of children aged 4 to 8 years old.
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Social, emotional, and behavioural problems in young school children can pose a risk to their learning and academic achievement, as well as increase the likelihood of antisocial and problem behaviour in adolescence.
Science-based assumption
Effective classroom management strategies for teachers promote children’s prosocial behaviour and readiness to learn, and reduce children’s antisocial behaviour and problems with peers.
Science-based assumption
Teachers who lack effective classroom management strategies may increase the risk of problem behaviours among children in their classroom.
Intervention
Teachers learn effective classroom management and non-aversive disciplining strategies such as:
Using encouragement and incentives
Ignoring negative behaviour
Giving praise and attention to prosocial behaviour
Using predictable schedules
Facilitating child-directed play and cooperative learning opportunities.
Short-term
Improved teacher strategies to manage problem behaviour and help children improve social behaviour
Increased child social and emotional competence, problem-solving skills, and academic readiness, focused behaviours and cooperation with peers; reduced problem behaviours.
Medium-term
Reduced child antisocial behaviour, including reduced aggressive and destructive behaviour, inattention, and conduct problems.
Long-term
Reduced SEND referrals
Reduced likelihood of dropping out of school
Increased academic achievement
Reduced likelihood in involvement in criminal activities and substance misuse.
Teachers of children aged 4 to 8 years old.
Incredible Years Teacher Classroom Management is delivered in six sessions of seven hours’ duration each by two practitioners, to groups of teachers.
In IY-TCM workshops, video modelling, role-play, and group discussion are used to teach strategies for managing problem behaviour and increasing social competence of students. IY-TCM participants are supported in implementing strategies by a coach.
The practitioners who deliver this intervention are professionals with an education or psychology background.
The practitioners have approximately 16 hours of intervention training. Booster training of practitioners is recommended.
It is recommended that practitioners are supervised by two host-agency supervisors with two days of intervention training.
It is also recommended that practitioners are supervised by three intervention developer mentors and trainers with two days of intervention training.
Intervention fidelity is maintained through the following processes:
Contact person: Carolyn Webster-Stratton
Organisation: Incredible Years
Email address: cwebsterstratton1@icloud.com
incredibleyears@incredibleyears.com
Websites: https://www.incredibleyears.com/
https://www.incredibleyears.com/early-intervention-programs/teachers
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Incredible Years Teacher Classroom Management’s most rigorous evidence comes from an RCT which was conducted in Wales. This study observed statistically significant improvements consistent with Foundations’ Level 3 threshold in child off-task behaviour and child negative behaviours to the teacher.
This intervention also has evidence from two additional RCTs, consistent with Foundations’ Level 2 threshold. The first study, conducted in Ireland, observed statistically significant reductions in children’s emotional symptoms, and the second study, conducted in the United States with a primarily African American population, observed statistically significant improvements in children’s emotional self-regulation, social competence, and prosocial behaviour.
Reduced child off-task behaviour
post-intervention
Improvement index
Interpretation
Study
Reduced child negative behaviours to teacher
post-intervention
Improvement index
Interpretation
Study
Reduced teacher commands
Improvement index
Interpretation
Study
| Identified in search | 16 |
| Studies reviewed | 3 |
| Meeting the L2 threshold | 2 |
| Meeting the L3 threshold | 1 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 13 |
| Study design | RCT |
| Country | Wales |
| Sample characteristics | 107 children aged three to seven in Welsh speaking classrooms, across 12 female teachers |
| Race, ethnicities, and nationalities | 100% White |
| Population risk factors |
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| Timing |
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| Child outcomes |
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| Other outcomes |
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| Study rating | 3 |
| Citations | Hutchings, J., Martin-Forbes, P., Daley, D. & Williams, M. E. (2013) A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology. 51 (5), 571–585. |
| Study design | RCT |
| Country | Ireland |
| Sample characteristics | 231 children (mean age of 5.3 years) balanced in terms of low, medium, and high levels of behavioural problems on the SDQ |
| Race, ethnicities, and nationalities | Not stated |
| Population risk factors | 29% of sample were identified as ‘high risk’ at baseline (score of 12 or more on SDQ ‘total difficulties’ scale) |
| Timing | Baseline and post-intervention (6 months after baseline) |
| Child outcomes | Reduced emotional symptoms (teacher report) |
| Other outcomes |
|
| Study rating | 2+ |
| Citations | Hickey, G., McGilloway, S., Hyland, L., Leckey, Y., Kelly, P., Bywater, T., Comiskey. C., Lodge, A., Donnelly, M. & O’Neill, D. (2015) Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis. Journal of Early Childhood Research. 15 (2), 174–194. |
| Study design | RCT |
| Country | United States |
| Sample characteristics | 1,817 students in kindergarten to third grade from schools serving primarily African American students |
| Race, ethnicities, and nationalities |
|
| Population risk factors |
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| Timing |
|
| Child outcomes |
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| Other outcomes | None reported |
| Study rating | 2+ |
| Citations | Reinke, W. M., Herman, K. C. & Dong, N. (2018) The Incredible Years Teacher Classroom Management Program: Outcomes from a group randomized trial. Prevention Science. 19 (8), 1043–1054. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Baker-Henningham, H., Scott, S., Jones, K. & Walker, S. (2012) Reducing child conduct problems and promoting social skills in a middle-income country: Cluster randomised controlled trial. The British Journal of Psychiatry. 201 (2), 101–108.
Davenport, J. & Tansey, A. (2009) Outcomes of an Incredible Years Classroom Management Programme with teachers from multiple schools. Trinity College Dublin/National Educational Psychological Service.
Ford, T., Edwards, V., Sharkey, S., Ukoumunne, O. C., Byford, S., Norwich, B. & Logan, S. (2012) ‘upporting teachers and children in schools: The effectiveness and cost-effectiveness of the incredible years teacher classroom management programme in primary school children: A cluster randomised controlled trial, with parallel economic and process evaluations. BMC Public Health. 12 (1), 719.
Hsueh, J., Lowenstein, A. E., Morris, P., Mattera, S. K. & Bangser, M. (2014) Impacts of social-emotional curricula on three-year-olds: Exploratory findings from the Head Start CARES Demonstration. OPRE Report 2014-78. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
Hutchings, J., Bywater, T., Gridley, N., Whitaker, C. J., Martin-Forbes, P. & Gruffydd, S. (2012) The incredible years therapeutic social and emotional skills programme: A pilot study. School Psychology International. 33 (3), 285–293.
Hutchings, J., Daley, D., Jones, K., Martin, P., Bywater, T. & Gwyn, R. (2007) Early results from developing and researching the Webster-Stratton incredible years teacher classroom management training programme in North West Wales. Journal of Children’s Services. 2 (3), 15–26.
McGilloway, S., Bywater, T., Mhaille, G. N., Furlong, M., O’Neill, D., Comiskey, C., … & Donnelly, M. (2009). Proving the power of positive parenting. Archways.
McGilloway, S., Lynda, H., Mháille, G. N., Lodge, A., Kelly, P., Leckey, Y., … & Donnelly, M. (2010) Positive classrooms, positive children: A randomised controlled trial to investigate the effectiveness of the Incredible Years Teaching Classroom Management Programme in an Irish context. Incredible Years.
McGilloway, S., Mhaille, G. N., Bywater, T., Furlong, M., Leckey, Y., Kelly, P., … & Donnelly, M. (2012) A parenting intervention for childhood behavioral problems: A randomized controlled trial in disadvantaged community-based settings. Journal of Consulting and Clinical Psychology. 80 (1), 116–127.
Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K. & Raver, C. (2014) Impact findings from the Head Start CARES Demonstration: National evaluation of three approaches to improving preschoolers’ social and emotional competence. Executive Summary. OPRE Report 2014-44.
Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M. & Sardin, L. (2008) Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly. 23 (1), 10–26.
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001) Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology. 30 (3), 283–302.
Webster-Stratton, C., Reid, M. J. & Hammond, M. (2004) Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology. 33 (1), 105–124.
Webster‐Stratton, C., Jamila Reid, M. & Stoolmiller, M. (2008) Preventing conduct problems and improving school readiness: Evaluation of the incredible years teacher and child training programs in high‐risk schools. Journal of Child Psychology and Psychiatry. 49 (5), 471–488.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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