A pilot study of the Incredible Years Teacher Training Programme and a curriculum unit on social and emotional skills in community preschools in Jamaica

Department of Educational Studies, University of the West Indies, West Indies.
Child Care Health and Development (Impact Factor: 1.69). 04/2009; 35(5):624-31. DOI: 10.1111/j.1365-2214.2009.00964.x
Source: PubMed


School-based interventions involving teacher and/or child training have been shown to benefit teacher practices and to prevent conduct problems and improve children's social and emotional competence in developed countries; however, we are aware of no reports from a developing country. We conducted a pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills based on concepts and activities drawn from the Incredible Years Dina Dinosaur Classroom Curriculum to determine if this approach is appropriate for use with Jamaican pre-school teachers and children.
Five pre-schools in Kingston, Jamaica were randomly assigned to an intervention (3 pre-schools with 15 classrooms) or control (2 pre-schools with 12 classrooms) condition. Intervention involved seven whole-day teacher workshops using the Incredible Years Teacher Training programme supplemented by 14 child lessons in each class. The project was evaluated through structured observations of four categories of teacher behaviour and four observer ratings: two rating scales of child behaviour and two rating scales of classroom atmosphere.
Significant intervention benefits were found to teachers' behaviour with increased positive behaviour [b = 7.9; 95% confidence interval (CI): 3.5, 12.3], reduced negative behaviour (b =-3.5; 95% CI: -6.6, -0.2) and increases in the extent to which teachers promoted children's social and emotional skills (b = 46.4; 95% CI: 11.0, 81.7). The number of teacher commands was not significantly reduced (b =-2.71; 95% CI: -6.01, 0.59). Significant intervention benefits were found to ratings of child behaviour with an increase in children's appropriate behaviour (b = 5.7, 95% CI: 1.0, 10.8) and in children's interest and enthusiasm (b = 7.2, 95% CI: 0.9, 13.5). Intervention also benefited classroom atmosphere with increases in opportunities provided for children to share and help each other (b = 1.3, 95% CI: 0.5, 2.1) and in teacher warmth (b = 1.3, 95% CI: 0.9, 1.8).
This is a promising approach for improving the emotional climate of Jamaican pre-school classrooms and for improving child behaviour and participation.

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    • "Effectiveness trials, conducted independently from IY program developers, suggest that IYTCM group training leads to teachers' improved perceptions of the usefulness of positive classroom management strategies and an increase in teachers' use of those strategies (Baker-Henningham et al. 2009; Carlson et al. 2011; Hutchings et al. 2007; Snyder et al. 2011). Baker-Henningham et al. (2009) conducted a pilot study of the IYTCM in five Jamaican preschools. In a matched, experimental design, teachers were randomly assigned to either the control (n=12) or experimental (n=15) condition; within the experimental condition, only one participant was a trained teacher. "
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    ABSTRACT: The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers’ response to the Incredible Years Teacher Classroom Management (IYTCM) program (Webster-Stratton et al., Journal of Clinical Child Psychology 30:283–302, 2001). A certified IYTCM trainer conducted two groups (N = 18) that received a modified length of IYTCM training (24 h total). Adapting the length of IYTCM was necessary given the limited availability for training of after-school care providers in the large urban school district where this study was collected. Using a pre- and post-group training design, IYTCM group training resulted in improvements consistent with prior reports within the literature that involved classroom teachers. Findings indicated significant improvement in after-school care providers’ perceptions of positive classroom management strategies and their reported confidence in managing future behavior problems. After-school care providers also indicated high levels of satisfaction with the program and the certified trainer, yet support against modifying the duration and length of the training was evident in this small pilot study. Overall, findings were encouraging and warrant additional research on the use of this evidence-based group training approach in meeting the unique training needs associated with after-school care providers.
    09/2015; 19(3). DOI:10.1007/s40688-014-0036-4
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    • "This aim is supported by the results of this study. Other studies have examined whether the IY-TCM intervention leads to a reduction in the number of commands by teachers; however, they found no significant difference postintervention (Baker-Henningham et al., 2009; Hutchings et al., 2007). The current study is the first to demonstrate that the IY-TCM program can lead to reductions in the total number of commands given to target children and in turn lead to an increase in the rate of compliance. "
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    ABSTRACT: This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior.
    Journal of school psychology 10/2013; 51(5):571-85. DOI:10.1016/j.jsp.2013.08.001 · 2.31 Impact Factor
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    • "This study tested the Incredible Years curriculum for teachers, which provides instruction in teaching techniques and alternative discipline strategies. Observers in the pilot study recorded large improvements in teachers’ management of classes, discipline techniques and children’s prosocial behaviour in the intervention versus control preschools [22]. "
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    ABSTRACT: We aim to evaluate the effectiveness of the Good School Toolkit, developed by Raising Voices, in preventing violence against children attending school and in improving child mental health and educational outcomes.Methods/design: We are conducting a two-arm cluster randomised controlled trial with parallel assignment in Luwero District, Uganda. We will also conduct a qualitative study, a process evaluation and an economic evaluation. A total of 42 schools, representative of Luwero District, Uganda, were allocated to receive the Toolkit plus implementation support, or were allocated to a wait-list control condition. Our main analysis will involve a cross-sectional comparison of the prevalence of past-week violence from school staff as reported by children in intervention and control primary schools at follow-up.At least 60 children per school and all school staff members will be interviewed at follow-up. Data collection involves a combination of mobile phone-based, interviewer-completed questionnaires and paper-and-pen educational tests. Survey instruments include the ISPCAN Child Abuse Screening Tools to assess experiences of violence; the Strengths and Difficulties Questionnaire to measure symptoms of common childhood mental disorders; and word recognition, reading comprehension, spelling, arithmetic and sustained attention tests adapted from an intervention trial in Kenya. To our knowledge, this is the first study to rigorously investigate the effects of any intervention to prevent violence from school staff to children in primary school in a low-income setting. We hope the results will be informative across the African region and in other settings.Trial registration: NCT01678846.
    Trials 07/2013; 14(1):232. DOI:10.1186/1745-6215-14-232 · 1.73 Impact Factor
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