Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school |
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| Institution: | 1. Duke University and Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, United States;2. Duke University, United States;3. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, United States;4. University of Miami, United States;1. University of South Dakota, United States;2. University of Kansas, United States;3. Purdue University, United States;4. Wayne State College, United States;1. Peabody College of Vanderbilt University, United States;2. Tennessee Technological University, United States;3. Georgia State University, United States;4. Southern Methodist University, United States;5. Colorado State University, United States;6. University of North Georgia, United States;1. Marcus Autism Center, Children''s Healthcare of Atlanta, Emory University School of Medicine, United States;2. Louisiana State University, United States;3. New Directions Counseling Center, United States;4. University of Utah, United States;1. ServeMinnesota, 120 South Sixth Street, Suite 220, Minneapolis, MN 55402, United States;2. Georgia State University, United States;3. ServeMinnesota, United States;1. Texas A&M University, United States;2. The University of Texas at Austin, United States |
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| Abstract: | The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d = 0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d = 0.54) and inattention (d = − 0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. |
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