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dc.contributor.authorDrugli, May Britt
dc.contributor.authorHandegård, Bjørn Helge
dc.contributor.authorLydersen, Stian
dc.contributor.authorKirkhaug, Bente
dc.contributor.authorFossum, Sturla
dc.contributor.authorAasheim, Merete
dc.description.abstractBackground:Young children exhibiting severe externalizing problems in school are at risk of developing several pooroutcomes. School-based intervention programs have been found to be effective for students with different problems,including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe childexternalizing problems as reported by the teacher, and evaluated if these children improved their social competence,internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training.Methods:A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1st–3rd grade (age 6–8 years) assessed by their teacher as having severe externalizing problemson the Sutter–Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in thestudy,N= 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis.Results:In our study we found no differences in change between the two conditions from baseline to follow-up inexternalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition didhowever show advantageous development in terms of student-teacher conflicts and increased academic performances.Conclusion:The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.nb_NO
dc.publisherBioMed Centralnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleDoes the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: A quasi-experimental pre-post study.nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.journalBMC Psychiatrynb_NO
dc.description.localcode© The Author(s). 2016 Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link tothe Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver( applies to the data made available in this article, unless otherwise stated.nb_NO
cristin.unitnameRegionalt kunnskapssenter for barn og unge - Psykisk helse og barnevern

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal