Effects of a Universal Classroom Management Teacher Training Program on Elementary Children with Aggressive Behaviors

American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org

Y

9

Institute of Education Sciences (ED)

R305A100342

Elementary School Students; Student Behavior; Behavior Problems; Aggression; Classroom Techniques; Program Effectiveness; Faculty Development; Training; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education; Elementary School Teachers; Intervention; Achievement Gains; Self Control; Emotional Response; Prosocial Behavior; Teacher Student Relationship; Academic Achievement

10.1037/spq0000351

2578-4218

The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors. Participants included 1,817 students (Grade K to 3) and 105 teachers from nine elementary schools in a large urban Midwestern school district. Teachers were randomly assigned to receive IY TCM or to a wait-list comparison group. The hypotheses were that baseline levels of aggression would moderate the relationship between intervention status and outcomes. Findings indicated the hypothesized moderation effect on several outcome variables; specifically, children with baseline aggression problems who were in IY TCM classrooms had significantly improved math achievement, emotional regulation, prosocial behaviors, and observed aggression in comparison to similar peers in the control classrooms. Implications for practice and future research based on the findings are discussed.

As Provided

Yes

2020

EJ1245574