This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improved teacher behavior, whether any observed improvements impacted pupil behavior classroom-wide, and whether these effects could be demonstrated with children at risk of developing conduct problems.
Six intervention and six control classrooms with 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavioral problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential positive impact of IY-TCM on both teacher and child behavior. (publisher abstract modified)
Similar Publications
- Coordinating Council on Juvenile Justice and Delinquency Prevention: Report to Congress and The White House, Fiscal Year 2023–2024
- Audit of the Office of Justice Programs Victim Assistance Funds Subawarded by the Arizona Department of Public Safety to the Jewish Family and Children's Services of Southern Arizona, Inc. Tucson, Arizona
- Audit of the Office of Justice Programs Victim Assistance Funds Subawarded by the Florida Department of Legal Affairs to Speak Up for Kids of Palm Beach County, Inc., West Palm Beach, Florida