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

2011 ◽  
Vol 27 (2) ◽  
pp. 134-154 ◽  
Author(s):  
John S. Carlson ◽  
Holly B. Tiret ◽  
Stacy L. Bender ◽  
Laurie Benson
Keyword(s):  
Classroom Management ◽  
Preschool Teachers ◽  
Management Strategies ◽  
Management Program ◽  
Group Training ◽  
Incredible Years ◽  
Classroom Management Strategies ◽  
Teacher Classroom ◽  
The Incredible Years

scholarly journals Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

2015 ◽  
Vol 15 (2) ◽  
pp. 174-194 ◽  
Author(s):  
Grainne Hickey ◽  
Sinead McGilloway ◽  
Lynda Hyland ◽  
Yvonne Leckey ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Classroom Management ◽  
Controlled Trial ◽  
Management Strategies ◽  
Management Training ◽  
Training Programme ◽  
Incredible Years ◽  
Classroom Management Strategies ◽  
Classroom Management Training ◽  
Teacher Classroom ◽  
The Incredible Years

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 ‘high-risk’ children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers’ self-reported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.

scholarly journals A Meta-Analysis of the Current State of Evidence of the Incredible Years Teacher-Classroom Management Program

Children ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Rachel Korest ◽  
John S. Carlson
Keyword(s):  
Classroom Management ◽  
Meta Analysis ◽  
Management Program ◽  
Effect Sizes ◽  
Incredible Years ◽  
Positive Effects ◽  
Current State ◽  
Dosage Study ◽  
Teacher Classroom ◽  
The Incredible Years

This meta-analysis evaluated the current state of evidence and identified potential treatment moderators of the Incredible Years Teacher Classroom Management (IYTCM) program used to reduce externalizing and internalizing behaviors in school-aged children. Inclusion criteria involved published studies between 1984–2018 and examining the effects of IYTCM as a standalone program on teacher and/or child behavioral outcomes. We identified and narratively summarized potential moderators, which included the severity of child behavior, dosage, study design, and reporting methods. Overall, effect sizes revealed IYTCM had moderate positive effects on teachers and small positive effects on children. Narrative summaries indicated larger effect sizes in higher dosage studies and higher risk children. The results align with previous systematic reviews on the Incredible Years Parent Training (IYPT) program but this is the first study to look at the teacher training program. Overall, IYTCM seems to be an effective intervention; however, what components of this program work best, for whom, and under what conditions require further empirical investigation.

scholarly journals Mediating Mechanisms of the Incredible Years Teacher Classroom Management Program

2020 ◽  
Vol 11 ◽  
Author(s):  
Håvard Horndalen Tveit ◽  
May Britt Drugli ◽  
Sturla Fossum ◽  
Bjørn Helge Handegård ◽  
Christian A. Klöckner ◽  
...  
Keyword(s):  
Classroom Management ◽  
Management Program ◽  
Incredible Years ◽  
Mediating Mechanisms ◽  
Teacher Classroom ◽  
The Incredible Years

scholarly journals Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting

2018 ◽  
Vol 63 (6) ◽  
pp. 899-912 ◽  
Author(s):  
Merete Aasheim ◽  
Charlotte Reedtz ◽  
Bjørn Helge Handegård ◽  
Monica Martinussen ◽  
Willy-Tore Mørch
Keyword(s):  
Classroom Management ◽  
School Setting ◽  
Management Program ◽  
Incredible Years ◽  
Norwegian School ◽  
Teacher Classroom ◽  
The Incredible Years

The incredible years teacher classroom management program: Using coaching to support generalization to real-world classroom settings

2012 ◽  
Vol 49 (5) ◽  
pp. 416-428 ◽  
Author(s):  
Wendy M. Reinke ◽  
Melissa Stormont ◽  
Carolyn Webster-Stratton ◽  
Lori L. Newcomer ◽  
Keith C. Herman
Keyword(s):  
Classroom Management ◽  
Real World ◽  
Management Program ◽  
Incredible Years ◽  
Teacher Classroom ◽  
The Incredible Years

scholarly journals The evaluation of class management strategies of preschool teachers in classroom activities

2011 ◽  
Vol 1 (3) ◽  
pp. 01-09 ◽  
Author(s):  
Ege Akgün ◽  
Melike Yarar ◽  
Çağlayan Dinçer
Keyword(s):  
Classroom Management ◽  
Life Skills ◽  
Preschool Teachers ◽  
Management Strategies ◽  
Classroom Activities ◽  
Classroom Management Strategies ◽  
Class Management ◽  
Social Achievement ◽  
Associate's Degree ◽  
Research Findings

Classroom management strategies of teachers are of particular importance for carrying out educational activities effectively, enhancing academic and social achievement of children, and enabling children to acquire life skills. The purpose of this study is to examine classroom management strategies of preschool teachers in classroom activities through observation. The participants of this study were six preschool teachers in Ankara. The classroom management strategies of preschool teachers were observed by "unstructured and nonparticipant observation" technique. Content Analysis was used for data analysis. The research findings show that the number of negative expressions used by teachers is higher than that of positive expressions they used. Most of the teachers using negative expressions were holding an associate's degree.

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