This study examined the effects of the Incredible Years Teacher Classroom Management (IY-TCM) Training Program on teacher, classroom, and student level variables for preschool classrooms. Dependent measures included teacher-reported classroom management strategies, classroom atmosphere, teacher-student relationships, peer interactions, student social skills and problem behaviors. Thirty-one teachers were randomly assigned to the IY-TCM group or a bibliotherapy/reading comparison group. The total number of students included within the study was 443 students. Two target students per teacher demonstrating risk for internalizing and externalizing behavior problems were selected for additional data collection. Pretest and post-test measures were collected for all student participants through teacher ratings. Data collection for other teacher, classroom variables, and student variables were collected at pretest, midpoint, and post-test. Two- and three-level hierarchical linear modeling was used in order to analyze the nested data. Results indicated significant group differences in favor of the IY-TCM group for several teacher classroom management strategies over time, as well as significant increases in classroom management strategies over time. Social skills ratings for classroom students also significantly improved over time. Comparison students were found to have significantly lower conflict scores and higher total quality scores for the relationship between the teacher and student compared to the identified target students over time. Potential implications of these findings for teacher student relationships are discussed. The effectiveness of the IY-TCM and bibliotherapy group interventions for influencing teacher, classroom, and student level variables are discussed in addition to its potential use as a comprehensive prevention program.
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