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

Abstract

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.

A Systematic Meta-Review of Measures of Classroom Management in School Settings

“…This review will provide the field with a comprehensive dataset of classroom management measures used in the school-based literature, to provide a summary evaluation and descriptors of these assessments. Although there have been numerous syntheses of intervention research of both group and single-case designs (e.g., Bowman-Perrott et al, 2016; Chaffee et al, 2017; Kaya & Selvitopu, 2019; Korest & Carlson, 2021; Korpershoek et al, 2016; Long et al, 2019; Maggin et al, 2017), the extent that these reviews capture and evaluate assessments of classroom management over and above implementing an intervention is unknown. This review specifically aims to synthesize this research base with the intention of identifying and reviewing measures or assessments of classroom management .…”

Le sentiment d’efficacité personnelle des enseignants en gestion de classe et leur satisfaction au travail : le rôle explicatif des stratégies de gestion des comportements auprès des élèves qui présentent des problèmes de comportement extériorisés

“…efficacité à modifier à la fois les stratégies de gestion des comportements et les problèmes de comportement des élèves (Daley et al, 2014;Oliver et Reschly, 2014), la mise sur pied de programmes de formation continue pour les enseignants représente une piste à continuer d'explorer et à promouvoir. Plusieurs formations en gestion des problèmes de comportement ont aussi montré leur capacité à améliorer à la fois les stratégies mobilisées par les enseignants, mais aussi le comportement des élèves (Korest et Carlson, 2022;Maini, 2011;Stoiber et Gettinger, 2011).…”

Implementation in the “real world” of an evidence-based social and emotional learning program for teachers: effects on children social, emotional, behavioral and problem solving skills

“…For example, Carlson et al (2011) reported eight 4 h sessions over an 8–10 weeks period for a total of 32 h of training, and Gaspar et al (2022) reported six 6 h workshops once a month or every 3 weeks, interspersed with 2 hours individual in loco peer coaching. According to Korest and Carlson (2022) , dosage should be calculated not considering the number of sessions, because of the varied number of sessions offered, but rather by the number of hours, coding as “high dosage” if the training offered lasts at least 42 h.…”

“…In different countries, the IY-TCM as a stand-alone school-based intervention showed promising benefits for both children and teachers. Results from a very recent meta-analysis—one designed both to assess the current state of evidence in improving teachers’ and children’s outcomes and to identify potential intervention moderators of the effects of the IY-TCM as a stand-alone program ( Korest and Carlson, 2022 )—revealed the program had moderate positive effects on teachers (use of positive and negative IY-TCM classroom management strategies) with larger effect sizes in higher dosage studies (training hours offered greater than or equal to 42 h). Considering the effects on children, the results indicated small positive effects on children’s externalizing behavior and prosocial skills for teacher-rated reports, with larger effect sizes for higher risk children (behavioral problems above the clinical range defined by the study).…”