The effectiveness of the Incredible Years® Teacher Classroom Management program (IY-TCM) in improving children's outcomes has been well-documented. We explored its effectiveness by examining the outcomes of children whose teachers completed the IY-TCM training during the COVID-19 pandemic. Based on a quasi-experimental design, this study involved 28 teachers and 403 preschool children from their classes. Children's social skills and behavior problems were assessed by teachers at three different times. The results showed that, following the intervention, the teachers reported that the children in the IY-TCM group had more social skills and fewer behavior problems than those in the non-intervention group. These improvements, more evident at follow-up, were associated to a decrease in the number of children at-risk for social and behavioral problems. Findings provided further support for the documented benefits of the IY-TCM on children's social and emotional behaviors, while also highlighting its effectiveness even when delivered in challenging conditions.

Incredible Years® 教师课堂管理计划 (IY-TCM) 在改善儿童学习成绩方面的有效性已得到充分证明。我们通过检查其老师在 COVID-19 大流行期间完成 IY-TCM 培训的儿童的结果来探讨其有效性。这项研究基于准实验设计，涉及 28 名教师和所在班级的 403 名学前儿童。教师在三个不同的时间评估儿童的社交技能和行为问题。结果显示，干预后，老师们报告说，IY-TCM 组的孩子比非干预组的孩子有更多的社交技能和更少的行为问题。这些改善在随访中更加明显，与面临社会和行为问题风险的儿童人数减少有关。研究结果进一步支持了 IY-TCM 对儿童社交和情感行为的益处，同时也强调了即使在充满挑战的条件下也能发挥作用。