Table 2.
Comparison of intervention content and process, teacher attendance and satisfaction, and benefits to teachers and children from adapted and unadapted version of the Incredible Years (IY) teacher-training programme
| Pilot study (five schools) | Current study (24 schools) | |
|---|---|---|
| Context | 11.5% trained teachers | 9.6% trained teachers |
| 23.0% currently attending teacher-training | 23.3% currently attending teacher training | |
| Mean (s.d.) of 23 (5.3) children/class | Mean (s.d.) of 24 (6.6) children/class | |
| Quality of classroom on ECERS [Mean (s.d.)]: | Quality of classroom on ECERS [Mean (s.d.)]: | |
| Space and furnishings: 2.62 (0.57) | Space and furnishings: 2.35 (0.69) | |
| Activities: 2.45 (0.50) | Activities: 1.90 (0.38) | |
| Interaction: 2.78 (0.60) | Interaction: 2.67 (0.86) | |
| Intervention content | IY teacher-training programme with minor adaptations | IY teacher-training programme with substantial adaptations and additions |
| Curriculum unit on social-emotional skills broadly based on IY Dina Dinosaur Classroom Curriculum | Teaching of social and emotional skills was integrated into everyday teaching and learning activities | |
| Intervention Process | Seven full-day teacher-training workshops | Eight full-day teacher-training workshops |
| 14 lesson unit on social-emotional skills delivered by research team with the teachers’ support (Jan–April) | Four in-class coaching sessions (monthly Jan–Apr) | |
| Seven in-class consultations (monthly Oct–April) | ||
| Attendance | Median attendance: 6.3 workshops | Median attendance: 8 workshops |
| 87% attended at least 6 workshops | 95% attended at least 6 workshops | |
| 87% received all 21 in-class sessions | 89% received all 4 in-class consultations | |
| Satisfaction | Teachers rated all aspects of the training as helpful or very helpful for every workshop | Teachers rated all aspects of the training as helpful or very helpful for every workshop |
| Benefits at post-test | Effect size [95% confidence interval (CI)]a | Effect size (95% CI)b |
| Benefits to teachers | ||
| Teacher positivesc | 3.84 (1.72–5.96) | 3.35 (2.70–3.98) |
| Teacher negativesc | −2.02 (−3.84 to −0.08) | −1.29 (−0.87 to −1.71) |
| Teacher warmthd | 1.84 (1.16–2.51) | 2.03 (1.41–2.67) |
| Opportunities to share/helpd | 2.22 (0.91–3.53) | 5.72 (3.88–7.58) |
| Benefits to children | ||
| Appropriate behaviour | 1.82 (0.31–3.32) | 0.73 (0.17–1.30) |
| Interest and enthusiasme | 2.02 (0.24–3.80) | 0.98 (0.48–1.50) |
a
Structured observations and rating scales conducted over four 15-min periods (total of 1 h observation in the morning session only); 27 teachers/classrooms.
b
Structured observations and rating scales conducted over 18 five-min periods (total of 90 min observation over whole school day); 73 teachers/classrooms.
c
Structured observations of teacher behaviour to the whole class.
d
Observer ratings of teacher behaviour to the whole class.
e
Observer ratings of class-wide child behaviour.