Behavior ProblemIYTCMNORNCT02962843
Evaluation of the IY TCM Program in Norwegian School and Day-care Settings
A study testing IY TCM in people with Behavior Problem, run by University of Tromso.
Trial summary
The purpose of this study is to evaluate whether training teacher and staff in the Incredible Years (IY) Teacher Classroom Management (TCM) program reduce behavior problems and promote social competence in student aged 6-8 years (school) and in children aged 3-6 year (day-care). Read more about this study
- Who is it for?
- Ages 3 to 8 yearsHealthy volunteers can take part
- Conditions the study is for
- Behavior Problem
- What is being tested?
- IY TCM
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 5,807 participants
- Where
- No sites listed yet
- Study dates
- Aug 2009to Aug 2014
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 3 to 8 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Schools who met predefined criteria for program implementation of IY TCM (intervention) and school who not have implemented any IY program (comparison).
- Students/children aged 3-8 year (until 7 randomly selected from each class) with parents who speak Norwegian.
- Teachers and staff who worked with students/children aged 3-8 years.
Who cannot join
- Schools who did not met predefined criteria for program implementation of IY TCM.
- Students/children aged 3-8 year with parents who did not speak Norwegian.
- Teachers and staff who did not worked with students/children aged 3-8 years, and who have known the students/children for fewer than 3 weeks.
About this study
Official title: Evaluation of the Incredible Years Teacher Classroom Management Program in Norwegian School and Day-care Settings: Changes in Students' (6-8 Year) and Children's Behavior (3-6 Year)
The purpose of this study is to evaluate whether training teacher and staff in the Incredible Years (IY) Teacher Classroom Management (TCM) program reduce behavior problems and promote social competence in student aged 6-8 years (school) and in children aged 3-6 year (day-care). To examine group differences from baseline to 8-9 months after, a quasi-experimental control group design with pre- and post-measurements was used.
Read the detailed description
Evaluation of the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention in regular school and day-care settings, have the potential to change negative behaviors in children aged 3 - 8 year. Forty-four schools were recruited; comprising 1518 students aged 6-8 year, and 91 day-care units comprising 1049 children aged 3-6 year. Multilevel analyzes were used to examine group differences pre-post changes for behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) and the Teacher Report Form (TRF), as well as group differences pre-post change for social behavior measured the Social Skills Rating System (SSRS). For secondary findings, group differences pre-post changes for teacher- student and teacher-children relationship were measured with the Student-Teacher Relationship Scale (STRS) (teachers N= 444), and teacher-parents interactions were measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T/P) (parents N = 2109), as well as group differences pre-post change for teachers self- and collective efficacy measured the Norwegian Teacher Self-Efficacy Scale (NTSES) and the Collective Efficacy Scale (CES) (teachers N = 3240).
- Conditions
- Behavior Problem
- Being tested
- IY TCM
- Keywords
- Behavior Problem, Social Competence, Student, Children
- Medical subject headings
- Mental Disorders, Social Skills
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
IY TCMBehavioural
The Incredible Years Teacher Classroom Management program is a manualized program for teachers and staff in school and day-care settings to strengthen teacher classroom management strategies, to reduce negative behavior and promote prosocial behavior, as well as school readiness in children. Two qualified IY TCM group-leaders (facilitators) train teachers and staff in groups through six full-day workshops (a total of 42 hours).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, Workshop 4 \& 5: Decreasing Inappropriate Behavior and Workshop 6: Emotional Regulation, Social Skills \& Problem Solving.
| Study group | Role | What they receive |
|---|---|---|
| IY TCM | Experimental | Incredible Year (IY) Teacher Classroom Management (TCM) training, 6 full-day workshops (42 hours) Receives: Behavioral: IY TCM |
| Comparison | No intervention | No Incredible Year (IY) Teacher Classroom Management (TCM) training. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Measured: From baseline to 8-9 months after.
Change in behavior for student 6-8 year measured with the Teacher Report Form (TRF).
The Teacher Report Form (TRF) consist of 118 item and where teacher rate the degree of emotional and behavioral problems observed in students aged 6-18, and the student academic performance and adaptive function. The Total problem scale forms the basis for various subscales for syndromes or clusters of problems areas.
Measured: From baseline to 8-9 months after.
Change in behavior for student 6-8 year measured with the Social Skills Rating System (SSRS).
The Social Skills Rating System (SSRS) contains of 30 items and where teacher rate how often the student show specific social skills, as well as how important the teacher finds these skills for his/her work in classroom or for the student's success in classroom.
Measured: From baseline to 8-9 months after.
Change in behavior for student 6-8 year with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Measured: From baseline to 8-9 months after.
Change in behavior for student 6-8 year with severe behavior problems measured with the Teacher Report Form (TRF).
The Teacher Report Form (TRF) consist of 118 item and where teacher rate the degree of emotional and behavioral problems observed in students aged 6-18, and the student academic performance and adaptive function. The Total problem scale forms the basis for various subscales for syndromes or clusters of problems areas.
Measured: From baseline to 8-9 months after.
Change in behavior for student 6-8 year with severe behavior problems measured with the Social Skills Rating System (SSRS).
The Social Skills Rating System (SSRS) contains of 30 items and where teacher rate how often the student show specific social skills, as well as how important the teacher finds these skills for his/her work in classroom or for the student's success in classroom.
Measured: From baseline to 8-9 months after.
Change in behavior for student 6-8 year with severe behavior problems measured with the Student-Teacher Relationship Scale (STRS).
The Student-Teacher Relationship Scale (STRS) consists of a 15-item scale and assess teacher perceptions of two features of their relationships with their students: closeness and conflict.
Measured: From baseline to 8-9 months after.
Change in behavior for children 3-6 year without and with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Measured: From baseline to 8-9 months after.
Change in behavior for children 3-6 year without and with severe behavior problems measured the Caregiver-Teacher Report Form (CTRF)
The Caregiver-Teacher Report Form (CTRF) rated by teachers for children aged 1½-5, and obtain teachers ratings of 99 problem items plus descriptions of problems, disabilities, what concerns respondents most about the child, and the best things about the child.
Measured: From baseline to 8-9 months after.
Change in behavior for children 3-6 year without and with severe behavior problems measured the Social Competence and Behavior Evaluation Scale (SCBE) .
The Social Competence and Behavior Evaluation Scale (SCBE) is a 30-item questionnaire where teacher rate children behavioral problems (externalizing and internalizing) and social competence.
Measured: From baseline to 8-9 months after.
Secondary outcomes (16)
Change in teacher-student relationship for student 6-8 year measured with the Student-Teacher Relationship Scale (STRS).
The Student-Teacher Relationship Scale (STRS) consists of a 15-item scale and assess teacher perceptions of two features of their relationships with their students: closeness and conflict.
Measured: From baseline to 8-9 months after.
Change in teacher-parents interactions for student 6-8 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).
Teacher-Parent Involvement Questionnaire (INVOLVE-T) consist of 20 items and addresses the degree of parental involvement in school based on teacher ratings.
Measured: From baseline to 8 - 9 months after.
Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 6-8 year).
The Teacher Self-Efficacy Scale refers to the individual teacher ideas of their own ability to accomplish the tasks they are given as a teacher. It is a 24 item scale and consisting of six subscales. The six subscales are instruction, adapting education to individual student's needs, motivating students, keeping discipline, cooperating with colleagues and parents, and coping with changes and challenges.
Measured: From baseline to 8 - 9 months after.
Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 6-8 year).
The Collective Teacher Efficacy Scale refers to the teacher beliefs about the collective capability of the organization to influence student achievement. Measures the perceived collective teacher efficacy (7 items), external control scale (5 items) and strain factors (4 items).
Measured: From baseline to 8 - 9 months after.
Change in teacher self-efficacy and collective teacher efficacy measured with Teacher Observed Problem Behavior in School Environment & Classroom (student 6-8 year).
The Teacher Observed Problem Behavior in School Environment \& Classroom consists of a 23-item scale measuring teacher responses to problem behavior. This scale consists of five sub factors (positive and supportive responses, responses affected by problem solving and negotiation, moderate behavioral rectifying responses, negative consequences, and formal sanctions) giving two categories of classroom management styles; informal and formal.
Measured: From baseline to 8 - 9 months after.
Change in problem behavior for students 6-8 year measured with the Behavior in School Environment & Classroom (CES).
Behavior in School Environment \& Classroom (CES) measures the prevalence of problem behaviour in classroom environment with 20 items, and school environment with 15 items.
Measured: From baseline to 8 - 9 months after.
Change in teacher self-efficacy and collective teacher efficacy measured with Classroom Climate Scale (student 6-8 year).
The Classroom Climate Scale (CCS) is a 14-item scale measuring the quality of the learning environment.
Measured: From baseline to 8 - 9 months after.
Change in student behavior; generalization effects to home environment for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Measured: From baseline to 8 - 9 months after.
Change in student behavior; generalization effects to home environment for student 6-8 year measured with the Eyberg Child Behavior Inventory (ECBI).
Eyberg Child Behavior Inventory (ECBI) consist of 36 problem behaviors commonly reported by parents of children with conduct problems. The inventory assesses behavior on two dimensions, the frequency of the behavior, and whether or not, the behavior is currently a problem.
Measured: From baseline to 8 - 9 months after.
Change in teacher-children relationship for children 3-6 year measured with the Student-Teacher Relationship Scale (STRS).
The Student-Teacher Relationship Scale (STRS) consists of a 15-item scale and assess teacher perceptions of two features of their relationships with their students: closeness and conflict.
Measured: From baseline to 8 - 9 months after.
Change in teacher-parents interactions for children 3-6 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).
Teacher-Parent Involvement Questionnaire (INVOLVE-T) consist of 20 items and addresses the degree of parental involvement in school based on teacher ratings.
Measured: From baseline to 8 - 9 months after.
Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 3-6 year).
The Teacher Self-Efficacy Scale refers to the individual teacher ideas of their own ability to accomplish the tasks they are given as a teacher. It is a 24 item scale and consisting of six subscales. The six subscales are instruction, adapting education to individual student's needs, motivating students, keeping discipline, cooperating with colleagues and parents, and coping with changes and challenges.
Measured: From baseline to 8 - 9 months after.
Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 3-6 year).
The Collective Teacher Efficacy Scale refers to the teacher beliefs about the collective capability of the organization to influence student achievement. Measures the perceived collective teacher efficacy (7 items), external control scale (5 items) and strain factors (4 items).
Measured: From baseline to 8 - 9 months after.
Change in teacher self-efficacy and collective teacher efficacy measured with The Teacher Observed Problem Behavior in School Environment & Classroom (student 3-6 year).
The Teacher Observed Problem Behavior in School Environment \& Classroom consists of a 23-item scale measuring teacher responses to problem behavior. This scale consists of five sub factors (positive and supportive responses, responses affected by problem solving and negotiation, moderate behavioral rectifying responses, negative consequences, and formal sanctions) giving two categories of classroom management styles; informal and formal.
Measured: From baseline to 8 - 9 months after.
Change in children behavior; generalization effects to home environment for children 3-6 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Measured: From baseline to 8 - 9 months after.
Change in children behavior; generalization effects to home environment for children 3-6 year measured with the Eyberg Child Behavior Inventory (ECBI).
Eyberg Child Behavior Inventory (ECBI) consist of 36 problem behaviors commonly reported by parents of children with conduct problems. The inventory assesses behavior on two dimensions, the frequency of the behavior, and whether or not, the behavior is currently a problem.
Measured: From baseline to 8 - 9 months after.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted11 Nov 2016 (estimated)
- Study startAug 2009
- Primary completionJul 2014
- Study completionAug 2014
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Behavior ProblemStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 5,807 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Tromso
- Sponsor type
- University, hospital or other
- Collaborators
- Norwegian University of Science and Technology
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT02962843
- Sponsor's protocol ID
- UTromso 2009/655 (REK)
- Acronym
- IYTCMNOR
- Status last verified
- Nov 2016
- First submitted
- 28 Oct 2016
- Last updated
- 11 Nov 2016
- Results posted
- No
- Data monitoring committee
- No
- Individual data sharing
- Undecided: The data for the current study is protected by Norwegian law and cannot be made publicly available at the present moment. The UiT -Arctic University of Norway is in the process of making the metadata available for sharing through the Eutro program.
Study at a glance
From the registry record, last updated by the sponsor on 11 Nov 2016. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Evaluation of the Incredible Years Teacher Classroom Management Program in Norwegian School and Day-care Settings: Changes in Students' (6-8 Year) and Children's Behavior (3-6 Year)
- ClinicalTrials.gov ID
- NCT02962843
- Acronym / sponsor ID
- IYTCMNOR / UTromso 2009/655 (REK)
- Conditions
- Behavior Problem
- Keywords
- Behavior Problem, Social Competence, Student, Children
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 5,807 participants (actual)
- Lead sponsor
- University of TromsoUniversity, hospital or other
- Collaborators
- Norwegian University of Science and Technology
- Study start
- Aug 2009
- Primary completion
- Jul 2014 (actual)
- Study completion
- Aug 2014 (actual)
- First posted
- 11 Nov 2016 (estimated)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The purpose of this study is to evaluate whether training teacher and staff in the Incredible Years (IY) Teacher Classroom Management (TCM) program reduce behavior problems and promote social competence in student aged 6-8 years (school) and in children aged 3-6 year (day-care). To examine group differences from baseline to 8-9 months after, a quasi-experimental control group design with pre- and post-measurements was used.
Detailed description
Evaluation of the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention in regular school and day-care settings, have the potential to change negative behaviors in children aged 3 - 8 year. Forty-four schools were recruited; comprising 1518 students aged 6-8 year, and 91 day-care units comprising 1049 children aged 3-6 year. Multilevel analyzes were used to examine group differences pre-post changes for behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) and the Teacher Report Form (TRF), as well as group differences pre-post change for social behavior measured the Social Skills Rating System (SSRS). For secondary findings, group differences pre-post changes for teacher- student and teacher-children relationship were measured with the Student-Teacher Relationship Scale (STRS) (teachers N= 444), and teacher-parents interactions were measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T/P) (parents N = 2109), as well as group differences pre-post change for teachers self- and collective efficacy measured the Norwegian Teacher Self-Efficacy Scale (NTSES) and the Collective Efficacy Scale (CES) (teachers N = 3240).
Study design
- Primary purpose
- Prevention
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| IY TCM | Experimental | Behavioral: IY TCMIncredible Year (IY) Teacher Classroom Management (TCM) training, 6 full-day workshops (42 hours) |
| Comparison | No intervention | –No Incredible Year (IY) Teacher Classroom Management (TCM) training. |
Who may qualify
- Ages
- 3 to 8 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (3 listed)
- Schools who met predefined criteria for program implementation of IY TCM (intervention) and school who not have implemented any IY program (comparison).
- Students/children aged 3-8 year (until 7 randomly selected from each class) with parents who speak Norwegian.
- Teachers and staff who worked with students/children aged 3-8 years.
Key exclusion criteria (3 listed)
- Schools who did not met predefined criteria for program implementation of IY TCM.
- Students/children aged 3-8 year with parents who did not speak Norwegian.
- Teachers and staff who did not worked with students/children aged 3-8 years, and who have known the students/children for fewer than 3 weeks.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| IY TCMThe Incredible Years Teacher Classroom Management program is a manualized program for teachers and staff in school and day-care settings to strengthen teacher classroom management strategies, to reduce negative behavior and promote prosocial behavior, as well as school readiness in children. Two qualified IY TCM group-leaders (facilitators) train teachers and staff in groups through six full-day workshops (a total of 42 hours).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, Workshop 4 \& 5: Decreasing Inappropriate Behavior and Workshop 6: Emotional Regulation, Social Skills \& Problem Solving. | Behavioural | IY TCM |
Primary outcome
Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
Time frame: From baseline to 8-9 months after.
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Change in behavior for student 6-8 year measured with the Teacher Report Form (TRF).
Time frame: From baseline to 8-9 months after.
The Teacher Report Form (TRF) consist of 118 item and where teacher rate the degree of emotional and behavioral problems observed in students aged 6-18, and the student academic performance and adaptive function. The Total problem scale forms the basis for various subscales for syndromes or clusters of problems areas.
Change in behavior for student 6-8 year measured with the Social Skills Rating System (SSRS).
Time frame: From baseline to 8-9 months after.
The Social Skills Rating System (SSRS) contains of 30 items and where teacher rate how often the student show specific social skills, as well as how important the teacher finds these skills for his/her work in classroom or for the student's success in classroom.
Change in behavior for student 6-8 year with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
Time frame: From baseline to 8-9 months after.
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Change in behavior for student 6-8 year with severe behavior problems measured with the Teacher Report Form (TRF).
Time frame: From baseline to 8-9 months after.
The Teacher Report Form (TRF) consist of 118 item and where teacher rate the degree of emotional and behavioral problems observed in students aged 6-18, and the student academic performance and adaptive function. The Total problem scale forms the basis for various subscales for syndromes or clusters of problems areas.
Change in behavior for student 6-8 year with severe behavior problems measured with the Social Skills Rating System (SSRS).
Time frame: From baseline to 8-9 months after.
The Social Skills Rating System (SSRS) contains of 30 items and where teacher rate how often the student show specific social skills, as well as how important the teacher finds these skills for his/her work in classroom or for the student's success in classroom.
Change in behavior for student 6-8 year with severe behavior problems measured with the Student-Teacher Relationship Scale (STRS).
Time frame: From baseline to 8-9 months after.
The Student-Teacher Relationship Scale (STRS) consists of a 15-item scale and assess teacher perceptions of two features of their relationships with their students: closeness and conflict.
Change in behavior for children 3-6 year without and with severe behavior problems measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
Time frame: From baseline to 8-9 months after.
The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) is a 38-item scale where teacher rate the current frequency and severity of various behavior in student, and whether or not the behavior is currently a problem.
Change in behavior for children 3-6 year without and with severe behavior problems measured the Caregiver-Teacher Report Form (CTRF)
Time frame: From baseline to 8-9 months after.
The Caregiver-Teacher Report Form (CTRF) rated by teachers for children aged 1½-5, and obtain teachers ratings of 99 problem items plus descriptions of problems, disabilities, what concerns respondents most about the child, and the best things about the child.
Change in behavior for children 3-6 year without and with severe behavior problems measured the Social Competence and Behavior Evaluation Scale (SCBE) .
Time frame: From baseline to 8-9 months after.
The Social Competence and Behavior Evaluation Scale (SCBE) is a 30-item questionnaire where teacher rate children behavioral problems (externalizing and internalizing) and social competence.
16 secondary outcomes
Change in teacher-student relationship for student 6-8 year measured with the Student-Teacher Relationship Scale (STRS).
Time frame: From baseline to 8-9 months after.
Change in teacher-parents interactions for student 6-8 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).
Time frame: From baseline to 8 - 9 months after.
Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 6-8 year).
Time frame: From baseline to 8 - 9 months after.
Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 6-8 year).
Time frame: From baseline to 8 - 9 months after.
Change in teacher self-efficacy and collective teacher efficacy measured with Teacher Observed Problem Behavior in School Environment & Classroom (student 6-8 year).
Time frame: From baseline to 8 - 9 months after.
Change in problem behavior for students 6-8 year measured with the Behavior in School Environment & Classroom (CES).
Time frame: From baseline to 8 - 9 months after.
Change in teacher self-efficacy and collective teacher efficacy measured with Classroom Climate Scale (student 6-8 year).
Time frame: From baseline to 8 - 9 months after.
Change in student behavior; generalization effects to home environment for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
Time frame: From baseline to 8 - 9 months after.
Change in student behavior; generalization effects to home environment for student 6-8 year measured with the Eyberg Child Behavior Inventory (ECBI).
Time frame: From baseline to 8 - 9 months after.
Change in teacher-children relationship for children 3-6 year measured with the Student-Teacher Relationship Scale (STRS).
Time frame: From baseline to 8 - 9 months after.
Change in teacher-parents interactions for children 3-6 year measured with the Teacher-Parent Involvement Questionnaire (INVOLVE-T).
Time frame: From baseline to 8 - 9 months after.
Change in teacher self-efficacy measured with the Teacher Self-Efficacy Scale (student 3-6 year).
Time frame: From baseline to 8 - 9 months after.
Change in collective teacher efficacy measured with the Collective Teacher Efficacy Scale (student 3-6 year).
Time frame: From baseline to 8 - 9 months after.
Change in teacher self-efficacy and collective teacher efficacy measured with The Teacher Observed Problem Behavior in School Environment & Classroom (student 3-6 year).
Time frame: From baseline to 8 - 9 months after.
Change in children behavior; generalization effects to home environment for children 3-6 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R).
Time frame: From baseline to 8 - 9 months after.
Change in children behavior; generalization effects to home environment for children 3-6 year measured with the Eyberg Child Behavior Inventory (ECBI).
Time frame: From baseline to 8 - 9 months after.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 11 Nov 2016.
- Related InfoLink provided by the sponsor.
- Individual participant dataSharing planned: Undecided. The data for the current study is protected by Norwegian law and cannot be made publicly available at the present moment. The UiT -Arctic University of Norway is in the process of making the metadata available for sharing through the Eutro program.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
Questions about this trial
What is this clinical trial studying?
A study testing IY TCM in people with Behavior Problem, run by University of Tromso.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 11 Nov 2016. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in behavior for student 6-8 year measured with the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R). (time frame: From baseline to 8-9 months after.). The study lists 10 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 11 Nov 2016.