The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services

Autor/inn/en	Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Dong, Nianbo
Titel	The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services
Quelle	In: Remedial and Special Education, 42 (2021) 1, S.7-17 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932520937442
Schlagwörter	Students with Disabilities; Inclusion; Regular and Special Education Relationship; Primary Education; Classroom Techniques; Program Effectiveness; Faculty Development; Teacher Competencies; Student Behavior; Attention; Interpersonal Competence; Emotional Response; Self Control; At Risk Students; Minority Group Students; Low Income Students; Gender Differences; Racial Differences; Ethnicity + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Primarbereich; Klassenführung; Lehrkunst; Student behaviour; Schülerverhalten; Aufmerksamkeit; Interpersonale Kompetenz; Emotionales Verhalten; Selbstbeherrschung; Geschlechterkonflikt; Rassenunterschied; Ethnizität
Abstract	Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to third grade receiving special education services. Using data from a large randomized controlled trial conducted across 105 Kindergarten to third-grade classrooms and 1,817 children, we investigated the impact of IY TCM on children receiving special education services. Findings indicated that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had significant improvement in concentration problems, disruptive behavior, and social competence in comparison with children receiving special education in control classrooms. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01