Kirkhaug, Bente og Drugli, May Britt | Handegård, Bjørn Helge | Fossum, Sturla | Aasheim, Merete | Lydersen, Stian
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.
11 s., utgitt av BioMed Central i 2016.