Early Initiatives for Children at Risk (TIBIR) – an evaluation of the intervention modules: Teacher Consultation (Tidlig Innsats for Barn i Risiko)

INTERVENTION: The intervention studied in this trial is part of an early intervention program for use in municipalities, based on the principles of PMTO. The program consists of six modules: a multiple ? gate assessment tool for early identification and five interventions. Three modules, PMTO, PMTO Parent Group (PMTO PG), and Brief Parent Training (BPT), target parents; one module, TC, focuses on other significant adults in important arenas, such as schools and kindergartens; and one module, Child Social Skill Training (CSST), is designed to improve the child`s social skills. The modules of TIBIR are intended to both supplement and compensate for one another. In this RCT, the intervention studied is the TC. Children identified as having behavioral problems at school or kindergarten will be offered a TC intervention. This intervention consists of six to eight consultations offered to classroom or preschool teachers that focus on the design and implementation of classroom and individual strategies and techniques aimed at stopping or reducing conduct problems and at promoting prosocial behavior. A training period of 4‐ days is required to become a Teacher Consultant. The training presupposes that they are Brief Parent Trainers or PMTO therapists. The training in TC adressess behavior problems in school and kindergarten, the role of consultants, the assessment of behavior problems in school and preschool settings, compliance, skill encouragement, various skills and techniques that promote prosocial behavior, and the management of behavior problems. The TC intervention will be compared to regular services (with pre‐, post‐ and follow‐up assessment). Examples of regular services are: teacher/assistant guidance, full‐ or part‐time assistant, and evidence based programs like The Incredible Years. The services given will vary from one municipality to another. CONDITION: Prevention and reduction of behavioral problems ; Mental and Behavioural Disorders PRIMARY OUTCOME: The assessment in both the intervention and comparison group will be conducted before treatment and approximately 12 weeks after the initiation of the intervention, and again 6 months following the second assessment.; Outcome name: Behavior Problems; Metric/method of measurement:; Parent Questionnaires: ; 1. Eyberg Behavior Child Inventory (ECBI); 2. Child Behavior Checklist (CBCL) for Externalizing Problems; 3. Home and Community Social Behavior Scale (HCSBS) ?Social competence scale (32 items); Teacher Questionnaires:; 1. Class environment and Problem behavior in the Classroom; 2. Teacher Report Form (TRF) for Externalizing Problems; 3. School Social Behavior Scales (32 items SSBS) SECONDARY OUTCOME: Parent Questionnaires: ; 1. Child Behavior Checklist (CBCL) for Internalizing Problems; 2. Parenting Practices Interview‐ Positive Parenting (15 items) and Harsh discipline (14 items); 3. Stressfull Life Events (12 items); Teacher Questionnaires:; 1. Teacher Report Form (TRF) for Internalizing Problems; 2. Teacher‐ Consultant Alliance Form (Measure of alliance between classroom or preeschool teachers and consultant); 3. Teacher Consulation Adherence Form; 4. Mapping of Regular Services (Kartlegging av kontrolltiltak); Consultant Questionnaires: ; 1. Consultant ? Teacher Alliance Form (Measure of alliance between classroom or preeschool teachers and consultant); 2. Teacher Consulation Adherence Form INCLUSION CRITERIA: 1. Child exhibiting conduct problems in school or kindergarten 2. Child is 3 ‐ 12 years old, either sex