Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high‐risk schools

Abstract

Background-School readiness, conceptualized as three components including emotional selfregulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent-school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders.

A small-scale randomized controlled trial of the revised new forest parenting programme for preschoolers with attention deficit hyperactivity disorder

“…The MTA study does support the use of psycho-social approaches with ADHD children as a way of reducing oppositional and noncompliant behavior [7]. The value of such approaches for the treatment of oppositional behavior is confirmed by trials of parent training interventions developed for noncompliant children based on generic behavior modification principles such as Incredible Years [39] and Triple P [21]. These have also been shown to be effective in reducing oppositional behavior in ADHD children [2,17].…”

Enhancing positive development of children: Effects of a multilevel randomized controlled intervention on parenting and child problem behavior

“…Thus, given the importance of these two dimensions, prevention in the context of children might be best delivered in the family context, the school context, or even both (Benard, 1991). Programs that focus on parenting in the family context or on the training of social competence in the school context can be extremely successful in the prevention of behavioral problems, conduct problems and adjustment disorders as depression and anxiety (Gillham et al, 2006;Reid, 1993;Reivich, 2010;Webster-Stratton, Reid, & Stoolmiller, 2008).…”

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

“…elle implique que l'enseignant doive capter l'attention des élèves ainsi que tenir compte de leurs intérêts, de leur rythme d'apprentissage et de leurs capacités. un grand nombre de chercheurs reconnaît qu'il s'agit là d'une composante majeure de la gestion de classe nAncy GAUDREAU, ÉRIc FREnETTE ET STÉPhAnE ThIBoDEAU (adamson, 2010 ;doyle, 2006 ;edmunds & edmunds, 2010 ;evertson & emmer, 2009 ;evertson & Weinstein, 2006 ;Jones & Jones, 1990 ;oliver & reschly, 2007 ;Webster-stratton, reid, & stoolmiller, 2008).…”