Incredible Years - Teacher Classroom Management (IY-TCM) - a comprehensive programme for parents, teachers, and children to prevent, reduce, and treat behavioural and emotional problems in children
At a glance
Country of origin
- USA
Level(s) of intervention
- Selective prevention,
- Universal prevention
The Incredible Years Teacher Programme emphasizes effective classroom management skills such as: the effective use of teacher attention, praise and encouragement, use of incentives for difficult behaviour problems, proactive teaching strategies, how to manage inappropriate classroom behaviours, the importance of building positive relationships with students, and how to teach empathy, social skills and problem-solving in the classroom. Teachers receive 4-6 days of training spread out over several months.
Keywords
No dataLinks to this programme in other registries
Implementation Experiences
Read the experiences of people who have implemented this programme.Contact details
Ms. Lisa St. George
Incredible Years
USA
Email: lisastgeorge[a]comcast.net
Website: www.incredibleyears.com
Overview of results from the European studies
Studies overview
The programme has been evaluated in three cluster randomised controlled trials, one each in Ireland, England (UK) and Wales (UK), as well as three quasi-experimental studies, one in Wales (UK) and two in Norway.
In the Welsh trial, 107 students, aged approximately 5 years, from 11 primary schools that were randomised to intervention or control groups. From each class, 9 students were selected representing the three highest, lowest and middle scores on teacher-rated behaviour. At the classroom level, only one of eight measures of teacher and classroom behaviour observational measures showed a statistically significant positive intervention effect: classroom off-task behaviour. At the child level, 5 of 8 measures showed a significant intervention effect: child compliance to commands, child negatives to the teacher, teacher negatives, teacher commands and child off-task behaviour.
In the Irish study, twenty teachers from 11 schools were randomly assigned to intervention of control. 12 students from each classroom four highest scoring, four lowest scoring, and the four middle-scoring on teacher-rated behaviour problems were included, resulting in a sample of 234 children after parental consent and drop-out due to absent for baseline assessments. At post-test, there was a significant effect on 1/8 measures of child behaviour: Intervention group children showed significant improvements in emotional symptoms (self-regulation and cooperation skills), compared to control group children. At post-intervention, there was a significant intervention effect on teacher behaviours: observed incidence of teacher negatives, observed opportunity provided for child to comply and self-reported frequency of use of appropriate and inappropriate strategies. There was no effect on observed teacher positives, observed teacher praise, observed indirect and direct commands.
In the UK trial, 80 schools were randomised, resulting in 3113 students aged 4 to 9 years participating. The primary outcome was teacher-reported SDQ total difficulties score. The intervention group showed a significant improvement compared to the control at posttest based on partially-adjusted analysis, but this did not persist at 18 or 30 months. When total difficulties was analysed as a binary variable (struggling range), there was a significant intervention effect across the follow-up points. The difference between groups was not significant when fully-adjusted analysis was conducted. 2 of 7 other secondary measures showed the same pattern with effects significant at posttest but not sustained: peer relationships and pro-social subscales. 2 secondary measures showed effects across the follow-ups: overactivity subscale and pupil behaviour questionnaire.
one Norwegian study, the programme was implemented with 829 students aged 6 to 8 years in 21 schools and compared with 22 schools matched on geographical location and school size. There were significant positive intervention effects on 7 of 10 teacher-reported measures of student behaviour: problem behaviour, behaviour intensity, total problems, attention problems, cooperation, self-control and social skills total. There was no significant effect on aggression, assertion and academic performance.
In the second Norwegian study, 1049 students aged 3 to 6 years from 46 intervention and 46 control kindergartens participated. There were significant effects on all 6 child behaviour measures: behaviour problem, intensity, internalising behaviour, aggression, attention and total problem.
In another Welsh study, 10 teachers trained in the programme and 11 teachers not trained from 3 primary schools participated. Teacher and child behaviour was measured using the Teacher-Pupil Observation Tool. There were effects on 2 teacher and 2 child outcomes: teacher direct commands and teacher opportunity, and child non-complaint behaviour, positive behaviour. There were no effects on teacher negatives, positives, praise or indirect commands and child compliance or negative behaviour.
Countries where evaluated
- United Kingdom,
- Ireland
Characteristics
Protective factor(s) addressed
- Family: parent involvement in learning/education
- Individual and peers: Problem solving skills
- Individual and peers: skills for social interaction
- School and work: opportunities for prosocial involvement in education
- School and work: rewards and disincentives in school
Risk factor(s) addressed
- School and work: other
Outcomes targeted
- Emotional well-being
- Emotion regulation, coping, resilience
- Positive relationships
- Relations with parents
- Relations with peers
- Other behaviour outcomes
Description of programme
The Incredible Years Series is a comprehensive programme for parents, teachers, and children with the goal of preventing, reducing, and treating behavioural and emotional problems in children ages two to eight.
The Incredible Years Teacher Programme emphasizes effective classroom management skills such as: the effective use of teacher attention, praise and encouragement, use of incentives for difficult behaviour problems, proactive teaching strategies, how to manage inappropriate classroom behaviours, the importance of building positive relationships with students, and how to teach empathy, social skills and problem-solving in the classroom. Teachers receive 4-6 days of training spread out over several months.
Implementation Experiences
Main obstacles
With respect to individual professionals
The main obstacle was getting schools to release teachers and fund supply cover.
With respect to social context
Some teachers believe that they are unique individuals with their own style.
With respect to organisational and economic context
The main obstacle was getting funding for supply cover for teachers to attend training.
How they overcame the obstacles
With respect to individual professionals
We publicised the benefits and results from our research trials.
With respect to social context
We agreed that we have our own styles but that there are common principles of effective classroom management.
With respect to organisational and economic context
We were able to get some grant funding from the local authority towards supply costs and some individual teacher grants.
Lessons learnt
With respect to individual professionals
Sometimes people were initially reluctant but the programme sold itself.
With respect to social context
Use pilot schools to allow visits to discuss the programme.
With respect to organisational and economic context
Sufficient time is needed to plan the programme. Understanding the challenges facing schools on the funding front is important so that they can be discussed and explored.
Strengths
A clear teacher classroom management curriculum based on social learning theory; great supporting resources; substantial evidence from research trials; and excellent classroom activities.
Weaknesses
Mainly the cost and the logistics of setting up the training — five full days, one day per month.
Opportunities
It provides support for schools that have poor performance reports.
Threats
There are other programmes without similar levels of evidence.
Recommendations
With respect to individual professionals
Start by establishing your own goals.
With respect to social context
Work with the school head teacher.
With respect to organisational and economic context
Work with system bosses, regional collaborators and local and national government officials. Describe how the programme improves the chances of low-achieving disadvantaged children.
Number of implementations
Country
Contact details
Service provider
Dr Sean McDonnell
Deputy CEO and Research and Training Manager
Archways
smcdonnell[a]archways.ie
Lead Research Collaborator/Principal Investigator, National Evaluation of Incredible Years in Ireland
Professor Sinéad McGilloway
Centre for Mental Health and Community Research
Department of Psychology
Maynooth University, Ireland
Sinead.McGilloway[a]mu.ie
Main obstacles
With respect to individual professionals
Initially, there was some suspicion regarding evidence-based manualised programmes, particularly those produced by international developers. Among many professional bodies, the Incredible Years (IY) programmes (including the teacher classroom management (TCM) programme) were seen as faddish, not culturally appropriate and unlikely to gain purchase in an Irish context. There was also a general feeling that these programmes were a money-making enterprise with overly rigid protocols regarding adherence and fidelity that consequently did not allow the professionals to bring their own learning, skills and experience in to play.
Furthermore, many of the professionals felt that (a) the programmes were too universal in terms of their focus and, therefore, would not address the needs of children experiencing the most difficult conditions (specifically extreme externalising behaviours), and (b) to implement such programmes would present them with additional responsibilities and tasks when they were already operating within an environment characterised by long working hours and poor pay.
With respect to social context
As stated previously, we began our implementation carefully, as there was a cultural bias against the introduction of non-Irish programmes. Teacher training programmes were not considered to be popular or to be a social norm, and it was clearly the case that those who most required the intervention were the least likely to access and gain from the programme. However, attitudes slowly began to change as implementation continued and the research findings began to emerge.
Economically, we were initially delivering the IY TCM programme at a time of some prosperity, but this changed drastically in subsequent years, and we therefore had to change our implementation process to some extent. The programme was seen, in some cases, as a luxury that schools could not afford, and there was no governmental impetus for change.
With respect to organisational and economic context
Economically, we began our implementation at a time when the country was extremely strong, and so, initially, there were few economic challenges. However, as indicated earlier, this changed rapidly when the recession in Ireland took hold from around 2009 onwards. Budgets were cut across the country and community-based organisations were closed. Those that remained took a reductive approach, focusing only on the explicit terms and objectives of their funders. Both urban and rural poverty grew, although school budgets in deprived areas were retained to some degree because of their ‘disadvantaged’ status, so our access to schools was not as seriously affected as we had anticipated.
While the ‘politics’ involved in the economic crash were tumultuous and the government cutbacks drastic, the nature of the problems we were seeking to address did not fundamentally change: every child can experience difficulty, every teacher has one or more children in their class who may prove troublesome, and every parent can experience difficulties managing their child. This is not to say that economic factors are not important — the fewer risk factors there are and the more protective factors and inputs that are available, the easier a problem may be to address.
How they overcame the obstacles
With respect to individual professionals
We initially piloted and evaluated the programmes on a small scale in schools with which we already had established relationships. We provided free training and supervision to those introducing the IY TCM programme and in all cases made the link between the skill sets of the teachers and the benefits that these would bring to the programme itself. We also sought to develop advocates in each pilot site who would speak to others about the benefits of the programme for their colleagues and relevant professional bodies.
The programmes were promoted on the basis of the positive skills and abilities that they would bring to professional practice in order to produce positive outcomes for children and teachers. For example, we indicated the potential of the programme for improving academic performance in schools, making teaching easier and generating better home-school collaboration. We highlighted the universal application, but also the fact that more difficult behaviours could be addressed, making interactions and engagement more positive for the children and teachers, as well as for the parents, while also allowing the teachers to develop skills that would help to promote such positive changes — in line with social learning theory. The research findings from our initial research were promising, and this then provided a foundation to begin more extensive implementation and more rigorous evaluation. In schools, we took a holistic approach and so initially, for example, we provided teacher substitution costs. However, as the programme began to bed down and the (generally positive) findings emerged from the larger evaluation (McGilloway et al.), the need to meet these costs diminished.
With respect to social context
Our network of advocates and champions was hugely instrumental in helping us to overcome these obstacles. We also provided ongoing supervision to all teachers and schools that were implementing the TCM programme. In addition, the outcomes from the national evaluation, led by Professor Sinéad McGilloway, proved to be invaluable in convincing teachers and schools to begin or to continue their delivery of the programme.
Last, the growing emphasis on evidence-based practice meant that any programmes that were found to be both clinically effective and cost-effective, were strongly supported by the government and, therefore, were more likely to be funded and implemented.
With respect to organisational and economic context
Actually, the financial crisis both hindered and helped. Obviously, budget cuts to organisations meant that they had less flexibility in terms of introducing or championing new services. At the same time, however, the budgetary cuts meant that the Irish Government began to focus more attention and resources on evidence-informed and evidence-based practices and programmes, and we were deliberately targeting more needy, disadvantaged populations. Our philanthropic funder (the then Atlantic Philanthropies) also helped to drive this agenda.
Lessons learnt
With respect to individual professionals
- The need to match the TCM programme to existing needs in relevant areas (e.g. in areas of high disadvantage).
- The need to be aware of teacher sensitivities.
- The importance of providing information that clearly outlined the benefits not only for the children, but also for the professionals/teachers that were introducing the programme.
- The importance of evaluating the programme and keeping teachers, schools and relevant professional and organisational bodies informed of the mid-point and post-programme outcomes.
- The need to provide support and ongoing coaching for those delivering the programme.
- The importance of identifying advocates for the programme within community-based organisations and using these as a means of accessing schools and teachers (as well as other relevant organisations).
- Most importantly, it is crucial to work collaboratively with teachers and schools, to be honest and to dispel the inevitable myths and fears around the implementation of any new programme in schools that already have their own cultures and ethos.
With respect to social context
- The buy-in is crucial — the message must be positive, and, most importantly, it requires time to properly implement a programme.
- Ongoing support and coaching, and being a visual presence on the ground were all crucial.
- Identify and engage actively with advocates for the programme (e.g. teachers, school principals, representatives of community-based organisations that are seeking to address issues of social disadvantage).
- Adopt a holistic approach to both the problem and those charged with changing and challenging the problem.
- Ensure that the research is conducted sensitively, to take account of, for example, social issues such as disadvantage.
With respect to organisational and economic context
- The need to adapt creatively to the economic and organisational context — to prepare for change and recognise the limitations.
- The importance of challenging yourself and not making sweeping generalisations.
- Deal with each school and individual teachers as they come.
- Always focus on the universality of the problems to be tackled.
- Recognise that sometimes an economic crisis creates opportunities and that problems continue to exist regardless of the fluidity and robustness of the economy.
- Acknowledge that we, as organisations, must invest in the implementation process to a greater extent at some times than others, which is fine, as long as we do not create a precedent in the longer term or create learnt helplessness in communities and individuals.
- Become self-sustaining as an organisation.
Strengths
Highly skilled and engaged staff; staff with relevant backgrounds and experience in teaching, psychology counselling and social care; good networks at both local and national levels; research and evaluation; funding and philanthropic support; strong organisational leadership; and strong community development experience.
Weaknesses
Over-reliance on the initial investment; time-specific philanthropic support; lack of preparation for reduced funding; challenges in dealing with programme developers; economic factors slowed us down.
Opportunities
Bedding down and scaling up; further development; tackling different populations; well-being in schools, which is now a major issue in the UK and Ireland; increasing government support.
Threats
Competing programmes; potential bombardment of teachers; reaching saturation in terms of programme distribution; financial sustainability as an organisation supporting programme implementation.
Recommendations
With respect to individual professionals
- Work collaboratively with teachers, schools and community-based organisations.
- Pilot the programme first.
- Start with those schools with which you already have an established relationship.
- Provide initial workshops so that teachers know what is required and can see the benefits.
- Provide training and ongoing support.
- Evaluate the programme and provide ongoing feedback and do not fear making mid-point corrections in terms of implementation.
- Identify advocates for the programmes in specific areas and relevant teacher support organisations.
- Be patient — successful implementation can take two years or more.
With respect to social context
- Start delivering the programme based on emerging or present needs.
- Be sure that the programme meets these needs — do not overstate its value.
- Recognise and state clearly that no evidence-based programme is a silver bullet that will meet the needs of all children and especially those living in disadvantaged areas.
- Problems that are ‘long in the making’ are ‘long in the shifting’ — successful implementation takes time, so expect this.
- Accept that those who most require these programmes may not always benefit from them due to the many other social factors that come into play. Changing behaviour can be difficult and these programmes are often the beginning of a long (but hopefully productive) journey.
With respect to organisational and economic context
- The proof of implementation success for an organisation working in this space is that they may not be needed in the longer term — accept this!
- Always place your programmes into the organisations that are best placed to implement the programme on a sustainable mainstream basis. For example, the TCM programme is now delivered exclusively by the government-funded National Educational Psychology Services.
- Economically, the best defence against financial crisis is to invest in those programmes that are proven to work, so it is crucially important to evaluate, evaluate, evaluate!
- Remember to always build into your evaluation process an effective dissemination strategy that will make financial sense and reach the key funding bodies in your area (e.g. government, third sector or philanthropic sources).
- Expect financial downturns and plan accordingly.
Note from the authors
The implementation experiences regarding The Incredible Years suite of parent, teacher and child programmes. We have introduced the programme in 10 of our 26 counties and regions since 2007 onwards.
