The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers’ Classroom Management Strategies

Carlson, John S.; Tiret, Holly; Bender, Stacy L.; Benson, Laurie

doi:10.1080/15377903.2011.565277

Cited by 45 publications

(28 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding is not only inconsistent with the classroom observations described above but also with end of coaching feedback provided by teachers in intervention schools where they described important changes in their relationships with students. Although many intervention studies in the US find consistency across teacher reported EBP use and classroom observations (Koziol, Stephen, & Burns, 1986; Raver et al, 2008), others do not (Carlson, Tiret, Bender, & Benson, 2014; Newfield, 1980). It is possible that the TSQ definitions of EBPs were not familiar to Ugandan teachers; therefore, teachers’ self-report of use of EBPs might be less accurate before the training.…”

Section: Discussionmentioning

confidence: 99%

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

et al. 2017

View full text Add to dashboard Cite

Children in Sub-Saharan Africa (SSA) are burdened by significant unmet mental health needs. Despite the successes of numerous school-based interventions for promoting child mental health, most evidence-based interventions (EBIs) are not available in SSA. This study investigated the implementation quality and effectiveness of one component of an EBI from a developed country (United States) to a SSA country (Uganda). The EBI component, Professional Development, was provided by trained Ugandan mental health workers to Ugandan primary school teachers. It included large group experiential training and small group coaching to introduce and support a range of evidence-based practices (EBPs) to create nurturing and predictable classroom experiences. The study was guided by the Consolidated Framework for Implementation Research, the Teacher Training Implementation Model and the RE-AIM evaluation framework. Effectiveness outcomes were studied using a cluster randomized design, in which 10 schools were randomized to intervention and wait-list control conditions. A total of 79 early childhood teachers participated. Teacher knowledge and use of evidence-based practices (EBPs) were assessed at baseline and immediately post-intervention (4–5 months later). A sample of 154 parents was randomly selected to report on child behavior at baseline and post-intervention. Linear mixed effect modeling was applied to examine effectiveness outcomes. Findings support the feasibility of training Ugandan mental health professionals to provide Professional Development for Ugandan teachers. Professional Development was delivered with high levels of fidelity and resulted in improved teacher EBP knowledge and use of EBPs in the classroom, and child social competence.

show abstract

Section: Discussionmentioning

confidence: 99%

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

et al. 2017

View full text Add to dashboard Cite

show abstract

“…not IY TCM). Studies commonly evaluated either IY TCM in a pre‐/post‐ no control design (Carlson et al., ; Fergusson et al., ) or combined IY TCM with other interventions (Baker‐Henningham et al., ; Fossum et al., ), limiting conclusions that could be drawn regarding to what extent post‐test results were due specifically to the implementation of IY TCM and would not have occurred either without intervention or because of other programmes. Most qualitative records were excluded because they were reviews of the literature and not primary qualitative studies (Hutchings, ; Pidano & Allen, ).…”

Section: Resultsmentioning

confidence: 99%

Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management programme

Nye

Meléndez-Torres²,

Gardner

2018

Review of Education

View full text Add to dashboard Cite

Children's early problematic behaviour correlates with later deviant behaviour. The Incredible Years Teacher Classroom Management (IY TCM) programme trains teachers in proactive strategies to disrupt patterns of negative child behaviour. This mixed methods systematic review applies multilevel meta‐analysis and qualitative meta‐synthesis to answer: What is known about the effectiveness of IY TCM, and how do people experience the programme and its effects? We included RCTs comparing IY TCM against treatment‐as‐usual/wait‐list controls and interview/focus group studies with stakeholders. We pooled effect sizes using multilevel meta‐analysis and applied grounded theory analysis to qualitative data. We used framework analysis and integrative grids for cross‐synthesis. Nine studies from England, Ireland, Jamaica, the United States and Wales were included. IY TCM significantly reduced teachers’ use of negative classroom management strategies and reduced conduct problems among high‐risk children. No significant effects were found for improving child prosocial behaviours. Qualitative findings illuminated iterative learning processes between the individual and group and identified a wider range of perceived benefits than was measured in trials. Cross‐synthesis demonstrates both harmonious overlap and gaps from differing research priorities. IY TCM presents an opportunity to lessen violence in schools, leading to improved learning environments for all. It reduced teachers’ negative classroom management practices and high‐risk children's aggressive/non‐compliant behaviours. Experiential data mirrors these findings and expands upon them with a wide range of perceived benefits, demonstrating IY TCM is acceptable and enjoyable. Future quantitative research should seek to test the processes produced in the qualitative meta‐synthesis, to better understand mechanisms of change.

show abstract

“…Bu çalışmalarda öğretmenlerin sınıf yönetimi becerilerine yönelik algılarının olumlu yönde değiştiği, öğrendikleri becerileri uyguladıkları ve izleme çalışmalarında bu uygulamaların devam ettiği görülmektedir (Carter ve Van Norman, 2010;Carlson, Tiret, Bender ve Benson, 2011;Driscoll, Wang, Mashburn ve Pianta, 2011;Wenz-Gross ve Upshur, 2012).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Developing a Classroom Management Skills Inventory for Preschool Teachers and the Correlation of Preschool Teachers’ Classroom Management Skills with Different Variables

Dinçer

Akgün

2015

View full text Add to dashboard Cite

Öz Anahtar KelimelerBu çalışmanın amacı, okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin kendi algılarına göre belirlenmesini sağlayacak bir ölçme aracının geliştirilmesi ve çeşitli değişkenler açısından öğretmenlerin sınıf yönetimi becerilerinin değerlendirilmesidir. Araştırma grubunda ölçek geliştirme çalışmasında 520 ve karşılaştırmalı analizlerde 413 okul öncesi öğretmeni yer almıştır. Araştırma, öğretmenlerin sınıf yönetimi puanlarının çeşitli değişkenlerle karşılaştırılması açısından betimsel araştırma modelindedir. Araştırmadan elde edilen sonuçlara göre "Okul Öncesi Öğretmenleri için Sınıf Yönetimi Becerileri Ölçeği"nin geçerli ve güvenilir bir ölçme yaptığı saptanmıştır. Ayrıca, okul öncesi öğretmenlerinin sınıf yönetimi becerileri öğretmenlerin öğrenim düzeyine, sınıfta yardımcı personel bulunma durumuna ve öğretmenlerin çalışma sürelerine göre anlamlı farklılık göstermezken; öğretmenin yaşına, mezun olunan okul türüne, öğretmenlik deneyimlerine ve statüsüne, sınıftaki çocuk sayısına ve çocukların yaşına göre anlamlı farklılık gösterdiği bulunmuştur.

show abstract

The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers’ Classroom Management Strategies

Cited by 45 publications

References 20 publications

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management programme

Developing a Classroom Management Skills Inventory for Preschool Teachers and the Correlation of Preschool Teachers’ Classroom Management Skills with Different Variables

Contact Info

Product

Resources

About