ERIC Number: EJ1453691
Record Type: Journal
Publication Date: 2024-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1389-4986
EISSN: EISSN-1573-6695
Heterogeneous Treatment Effects in the Incredible Years Teacher Classroom Management Programme -- A Latent Profile Approach
Håvard Horndalen Tveit; Frode Stenseng
Prevention Science, v25 n8 p1207-1216 2024
Heterogeneous effects from interventions often remain hidden in between-group analyses, risking overgeneralized conclusions of treatment effects. In this exploratory study, we performed latent profile analysis to unveil differential treatment effects among children in The Incredible Years Teacher Classroom Management Programme (IY TCMP). This program has previously been shown to reduce behavioral problems in preschools and schools in total samples and subgroups. A total of 726 children (48.7% girls; M[subscript age] = 4.21 years; SD[subscript age] = 0.86) from 92 childcare centers in Norway participated in either the intervention (n = 338) or the matched control condition (n = 388). First, by conducting latent profile analysis on baseline levels of child-teacher relationship (closeness, conflict), behavioral problems, and social competence, three distinct profiles were identified: "High Risk" (26.4%), "Moderate Risk" (42.8%), and "Low Risk" (30.7%) -- each profile with unique characteristics. Second, we tested for within-profile, condition-by-time interactions following the intervention, showing distinct treatment responses for each profile. High-risk profiles profited most from the IY TCMP, with a substantial decrease in externalizing problems, more teacher closeness, and less teacher conflict. Moderate-risk profiles also gained better teacher-child relationships and improved social competence. The Low-Risk profiles showed no effects from the intervention. It is argued that latent profile analysis presents a feasible approach for examining within-sample heterogeneity in intervention research. It also reveals crucial information on treatment variability, as demonstrated in the Incredible Years Programme.
Descriptors: Classroom Techniques, Child Behavior, Behavior Problems, Foreign Countries, Teacher Student Relationship, Preschool Children, Preschool Teachers, Interpersonal Competence, Outcomes of Education, Student Improvement, Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A