The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial

Autor/inn/en	Reinke, Wendy M.; Herman, Keith C.; Dong, Nianbo
Titel	The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
Quelle	19 (2018), S.1043-1054 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Reinke, Wendy M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Randomized Controlled Trials; Classroom Techniques; Teacher Attitudes; Elementary School Teachers; Elementary School Students; Intervention; Urban Schools; Elementary Schools; Kindergarten; Grade 1; Grade 2; Grade 3; Interpersonal Competence; Program Effectiveness; Outcomes of Education; Prosocial Behavior; Positive Behavior Supports; Hierarchical Linear Modeling; Prevention; Student Behavior; Behavior Problems; Emotional Disturbances; Emotional Problems + Suchen Sie Ihr Suchwort? Klassenführung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Interpersonale Kompetenz; Lernleistung; Schulerfolg; Prävention; Vorbeugung; Student behaviour; Schülerverhalten; Gefühlsstörung
Abstract	This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects student behavior and academic outcomes. In addition, multi-level moderation analyses were conducted to examine whether the treatment effects on child outcomes differed by demographic variables and pretest measures of social emotional and disruptive behavior and academics. Findings indicate that IY TCM improved student emotional regulation (d=-0.14), prosocial behavior (d=0.13), and social competence (d=0.13). In addition, students initially lower on measures of social and academic competence demonstrated significant improvements in comparison to similar peers in control classrooms. Practical significance of the findings and implications for schools and policy makers are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04