Pre-intervention, post-intervention, and follow-up measures of teacher strategies, teacher efficacy, and pre-intervention and post-intervention measures of child behavioural strengths and difficulties were combined with written structured teacher feedback to evaluate the effectiveness of an Incredible Years Classroom Management Training Programme (Webster-Stratton & Reid, 2002) delivered to 15 teachers from multiple schools in a single Irish Education Centre setting over a period of 5 months. Participation in the programme was followed by significant positive change in emotional and behavioural difficulties in key children on whom the teachers focused as part of their training and by significant positive changes post intervention and at follow-up in teachers’ sense of efficacy with regard to student engagement and classroom management. Limitations such as lack of control group and limited generalisability of findings are addressed.
Bibliography: Davenport, J., Trinity College Dublin, Tansey, A., National Educational Psychological Service. 2009.