@article{ref1,
title="Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school",
journal="Journal of school psychology",
year="2018",
author="Murray, Desiree W. and Rabiner, David L. and Kuhn, Laura and Pan, Yi and Sabet, Raha Forooz",
volume="67",
number="",
pages="119-133",
abstract="The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). <br><br>RESULTS highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research.<br><br>Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.<p /> <p>Language: en</p>",
language="en",
issn="0022-4405",
doi="10.1016/j.jsp.2017.10.004",
url="http://dx.doi.org/10.1016/j.jsp.2017.10.004"
}