Incredible Years Teacher Classroom Management (IY TCM) Program

Placement on the Continuum of Evidence Promising Download icon Download PDF
Target Population: 
Providers
Sector: 
School-based
Topic: 
Behavioral Problems, Emotional Competency, Relationships, Social Competency
Target Audience 

This program is delivered to teachers, teachers' aids, psychologists, school counselors, and school personnel working with young children who are 3 to 8 years old and is intended to impact school personnel and children.

Summary 

The Incredible Years® Teacher Classroom Management (IY TCM) Program, a school-based prevention program, is part of the Incredible Years series* of programs for parents, teachers, and children that are designed to reduce problem behavior in children.  IY TCM is designed to enhance teacher classroom management skills, develop teacher-student relationships, and promote youth social and emotional development.  

*Information on Parent and Child programs is available on separate fact sheets.  

Evidence 

Multiple randomized controlled trials have been conducted in which the IY TCM program was implemented either as a stand-alone program or in combination with the Parent and/or Child programs.  Results have generally been positive for teacher and child outcomes, including increased teacher use of proactive, positive classroom management strategies and decreased use of negative strategies and improvements in child behavior, social competence, and self-regulation.  Results tend to be stronger when IY TCM is implemented with the other IY programs.  In addition, outcomes for children with more severe behavior problems are not as strong as those for children with fewer or less severe behavior problems.  

Components 

This program is intended to create a positive learning environment, promote positive teacher-student relationships and teacher-parent partnerships, help participants instill social and emotional regulation skills to participating children, and implement proactive discipline techniques.  Program topics include the following:

  • Workshop 1:  Building Positive Relationships with Students;
  • Workshop 1b:  Preventing Behavior Problems - The Proactive Teacher;
  • Workshop 2:  The Importance of Teacher Attention, Coaching, and Praise;
  • Workshop 3:  Motivating Children Through Incentives;
  • Workshops 4 and 5:  Decreasing Inappropriate Behavior; and
  • Workshop 6:  Emotional Regulation, Social Skills, and Problem Solving.

Teachers practice and develop skills through use of group discussions, videos, and role-playing.  Coaching and monthly telephone calls are provided by facilitators.  

Previous Use 

IY TCM has been implemented since 2001 among multiple ethnic groups and social classes, and positive results have been found with Asian, Hispanic, African American, and Caucasian groups.  The program is currently being delivered in the United States, Canada, Ireland, Jamaica, the Netherlands, New Zealand, Norway, Portugal, Spain, and the United Kingdom.  

Training 

Workshops are delivered to classroom teachers by two group leaders.  Group leaders should have experience in child development, social work, psychology, education, nursing, or psychiatry or have experience working with families and children (e.g., teachers, school psychologists, principals, social workers).  Training for leaders is not required but is highly recommended.  A 3-day (21-hour) workshop in Seattle costs $575.  Off-site workshops for at least 15 participants can also be arranged and typically cost $1,500 to $2,000 per day.  Leaders should also familiarize themselves with program materials (e.g., leader manual, teacher book, DVD).  Please contact The Incredible Years, using details in the Contact section, for more information on training and costs.  

Considerations 

Considerations for implementing this program include securing group leaders; obtaining training for leaders, if desired; acquiring administrative and teacher support; and obtaining funding for training and implementation costs.

The Clearinghouse can help address these considerations. Please call 1-877-382-9185 or email Clearinghouse@psu.edu

Implementation 

If you are interested in implementing the IY TCM Program, the Clearinghouse is interested in helping you!
Please call 1-877-382-9185 or email Clearinghouse@psu.edu

Time 

Group leaders deliver 6 full-day, monthly workshop sessions to teachers (i.e., 42 hours).

Cost 

The Teacher Classroom Management Program kit costs $1,425.  

Evaluation Plan 

To move the IY TCM Program to the Effective category on the Clearinghouse Continuum of Evidence at least one external evaluation must be conducted that demonstrates sustained, positive outcomes. This study must be conducted independently of the program developer.

The Clearinghouse can help you to develop an evaluation plan to ensure the program components are meeting your goals. Please call 1-877-382-9185 or email Clearinghouse@psu.edu

Contact 

Contact the Clearinghouse with any questions regarding this program.
Phone: 1-877-382-9185     Email: Clearinghouse@psu.edu

You may also contact the Incredible Years by mail 1411 8th Avenue West, Seattle, WA 98119, phone 1-206-285-7565, fax 1-888-506-3562, email incredibleyears@incredibleyears.com, or visit http://incredibleyears.com/

Source 

http://incredibleyears.com/ and Hickey et al. (2017).

References
References - Used For Placement 

Fossum, S., Handegård, B. H., & Drugli, M. B. (2017). The incredible years teacher classroom management programme in kindergartens: Effects of a universal preventive effort. Journal of Child and Family Studies, 26, 2215-2223. doi:http://dx.doi.org/10.1007/s10826-017-0727-3

Hickey, G., McGilloway, S., Hyland, L., Leckey, Y., Kelly, P., Bywater, T., ... O’Neill, D. (2017). 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, 174-194. doi:10.1177/1476718X15579747

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, 571-585. doi:http://dx.doi.org/10.1016/j.jsp.2013.08.001

Kirkhaug, B., Drugli, M. B., Handegård, B. H., Lydersen, S., Åsheim, M., & Fossum, S. (2016). Does 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. BMC Psychiatry, 16, 11. Retrieved from http://ezaccess.libraries.psu.edu/login?url=https://search.proquest.com/docview/1837608735?accountid=13158

Reid, M. J., Webster-Stratton, C., & Hammond, M. (2003). Follow-up of children who received the incredible years intervention for oppositional-defiant disorder: Maintenance and prediction of 2-year outcome. Behavior Therapy, 34, 471-491. doi:http://dx.doi.org/10.1016/S0005-7894(03)80031-X

Webster‐Stratton, C., Reid, M. J., & 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, 471-488.

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, 105-124. doi:http://dx.doi.org/10.1207/S15374424JCCP3301_11

References - Not Used For Placement - Not Empirical 

Hutchings, J., & Williams, M. E. (2017). Taking the incredible years child and teacher programs to scale in Wales. Childhood Education, 93, 20-28. doi:10.1080/00094056.2017.1275233

Pidano, A. E., & Allen, A. R. (2015). The incredible years series: A review of the independent research base. Journal of Child and Family Studies, 24, 1898-1916. doi:http://dx.doi.org/10.1007/s10826-014-9991-7

Webster-Stratton, C., Mihalic, S., Fagan, A., Arnold, D., Taylor, T., & Tingley, C. (2001). Blueprints for violence prevention: Book eleven: The incredible years: Parent, teacher, and child training series. Boulder, CO: Center for the Study and Prevention of Violence.

References - Not Used For Placement - Adaptation/Revision 

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, 101-108. doi:http://dx.doi.org/10.1192/bjp.bp.111.096834

Baker-Henningham, H., Walker, S., Powell, C., & Gardner, J. M. (2009). A pilot study of the incredible years teacher training programme and a curriculum unit on social and emotional skills in community pre-schools in Jamaica. Child: Care, Health and Development, 35, 624-631. doi:http://dx.doi.org/10.1111/j.1365-2214.2009.00964.x

Hicks-Hoste, T., Carlson, J. S., & Tiret, H. B. (2015). A pilot study exploring after-school care providers’ response to the incredible years classroom management program. Contemporary School Psychology, 19, 173-183. doi:http://dx.doi.org/10.1007/s40688-014-0036-4

Williford, A. P., & Shelton, T. L. (2008). Using mental health consultation to decrease disruptive behaviors in preschoolers: Adapting an empirically‐supported intervention. Journal of Child Psychology and Psychiatry, 49, 191-200.

References - Not Used For Placement - Other 

Carlson, J. S., Tiret, H. B., Bender, S. L., & Benson, L. (2011). The influence of group training in the incredible years teacher classroom management program on preschool teachers' classroom management strategies. Journal of Applied School Psychology, 27, 134-154. doi:http://dx.doi.org/10.1080/15377903.2011.565277

Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L., & King, K. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22, 74-82.

*Resources and associated costs reflect those identified at the time of fact sheet publication.