@article{ref1,
title="A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems",
journal="Journal of school psychology",
year="2013",
author="Hutchings, Jessica and Martin-Forbes, Pam and Daley, David and Williams, Margiad Elen",
volume="51",
number="5",
pages="571-585",
abstract="This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior.<p /> <p>Language: en</p>",
language="en",
issn="0022-4405",
doi="10.1016/j.jsp.2013.08.001",
url="http://dx.doi.org/10.1016/j.jsp.2013.08.001"
}