Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

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Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

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http://www.wikidata.org/entity/Q36174715

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2016 nî lūn-bûn

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Bente Kirkhaug

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Bjørn Helge Handegård

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Merethe Åsheim

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The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

Evidence-based psychosocial treatments for children and adolescents with disruptive behavior

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

Young children who commit crime: epidemiology, developmental origins, risk factors, early interventions, and policy implications.

The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school.

Peer relations in childhood.

Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology.

School-based interventions for aggressive and disruptive behavior: update of a meta-analysis

Implications of resilience concepts for scientific understanding.

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Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

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Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

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