Teaching online poses challenges for teachers trained primarily to work face to face. The Covid-19 pandemic and subsequent lockdown of schools has forced teachers to move online to ensure students continue their studies. This is not an easy transition and success depends on educators having the skills, knowledge, and competencies for online teaching. As part of the Adaptive and Inclusive Learning Environment (AILE) project, this study surveyed 38 primary and post-primary teachers in Ireland on their use of technology and the impact of Covid-19 on their work. The findings present teachers' perceptions of their own skills and competencies and the challenges experienced in using technology. The research highlights the technological requirements for successful online teaching.

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 'high-risk' children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers' selfreported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and costeffectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.

BackgroundGroup-based early parenting interventions delivered through community-based services may be a potentially effective means of promoting infant and family health and wellbeing. Process evaluations of these complex interventions provide vital information on how they work, as well as the conditions which shape and influence outcomes. This information is critical to decision makers and service providers who wish to embed prevention and early interventions in usual care settings. In this paper, a process evaluation protocol for an early years parenting intervention, the Parent and Infant (PIN) program, is described. This program combines a range of developmentally-appropriate supports, delivered in a single intervention process, for parents and infants (0–2 years) and aimed at enhancing parental competence, strengthening parent-infant relationships and improving infant wellbeing and adjustment.MethodsThe process evaluation is embedded within a controlled trial and accompanying cost-effectiveness evaluation. Building from extant frameworks and evaluation methods, this paper presents a systematic approach to the process evaluation of the PIN program and its underlying change principles, the implementation of the program, the context of implementation and the change mechanisms which influence and shape parent and infant outcomes. We will use a multi-method strategy, including semi-structured interviews and group discussions with key stakeholders, documentary analysis and survey methodology.DiscussionThe integration of innovations into existing early years systems and services is a challenging multifaceted undertaking. This process evaluation will make an important contribution to knowledge about the implementation of such programs, while also providing an example of how theory-based research can be embedded within the evaluation of community-based interventions. We discuss the strengths of the research, such as the adoption of a collaborative approach to data collection, while we also identify potential challenges, including capturing and assessing complex aspects of the intervention.Trial registrationISRCTN17488830 (Date of registration: 27/11/15). This trial was retrospectively registered.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1737-3) contains supplementary material, which is available to authorized users.

Strengthening stakeholder buy-in and engagement for successful exploration and installation: a case study of the development of an area-wide, evidence-based prevention and early intervention strategy. Children and Youth Services Review, 91, 185-195.

Objective: A randomised control trial was conducted to assess whether the combined Incredible Years parent training and child training programmes (PT + CT) led to improvements in ADHD-type behaviours in children, when compared to a PT-only group and a Wait List Control (WLC) group. Method: Forty-five families with a child aged 3-7 years who displayed ADHD-type behaviours were referred for treatment and randomised to a combined treatment group (PT + CT; n = 12), a PT group (n = 19) or a WLC group (n = 14). Programmes were delivered by community-based organisations. Short-term follow-up (six months) assessments were undertaken with parents and children based on parent reports of child behaviour and parent well-being and behaviour. A qualitative sub-study was also conducted with parent participants (n = 8) and programme facilitators (n = 5) to explore experiences and views of the combined programme. Results: Statistically significant differences were found between the PT group and the WLC group with regard to child hyperactivity (p < 0.001) and pro-social skills (p < 0.05). No significant differences were found between the combined group (PT + CT) and the PT group except for child hyperactivity (p < 0.05), which was significantly lower in the PTonly group. Significant effects were found for PT + CT versus WLC on the Strengths and Difficulties Questionnaire Impact subscale only. Conclusion: These findings suggest that the combined treatment (PT + CT) produced little added benefit for child hyperactive/ inattentive behaviour post-intervention despite the very positive views expressed by parents in the qualitative interviews. The PT training alone was more effective in tackling some core ADHD behaviours when compared to the WLC group, but a need for further more large-scale research is indicated. Trial Registration: ISRCTN82596506.