Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial.

Raver, C. Cybele; Jones, Stephanie M.; Li‐Grining, Christine P.; Zhai, Fuhua; Metzger, Molly W.; Solomon, Bonnie J.

doi:10.1037/a0015302

Cited by 285 publications

(249 citation statements)

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“…Our meta-study, however, included two studies (Benner, Nelson, Sanders, & Ralston, 2012;Raver et al, 2009) in which these were reported for behavioral outcomes, and both came to an average value of 0.1. This is also the value used in the meta-analyses of What Works Clearinghouse (2014).…”

Section: Discussionmentioning

confidence: 99%

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

Korpershoek

Harms

Boer

et al. 2016

Review of Educational Research

445

294

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A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. DOI: 10.3102/0034654315626799 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. This work is part of the research program, NWO Review Studies, which is partly financed by the Netherlands Organisation for Scientific Research (NWO).Correspondence concerning this article can be sent to Hanke Korpershoek, Groningen Institute for Educational Research (GION), University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands. Email: h.korpershoek@rug.nl. META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 2 AbstractThis meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and non-random controlled intervention studies published in the last decade (between 2003 and 2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: those focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher-student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.Keywords: review, meta-analysis, classroom management strategies, classroom management programs, student outcomes META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 3 A Meta-Analysis of the Effects of Classroom Management Strategies and ClassroomManagement Programs on Students' Academic, Behavioral, Emotional, and Motivational Ou...

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Section: Discussionmentioning

confidence: 99%

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

Korpershoek

Harms

Boer

et al. 2016

Review of Educational Research

445

294

View full text Add to dashboard Cite

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“…A few randomized trials or natural experiments have shown that lower barriers to education and some early childhood programs have economic and health benefits. [9][10][11] Despite recent education reform efforts in the United States, whether better health can be achieved through public education improvements is unproven.…”

Section: Discussionmentioning

confidence: 99%

Successful Schools and Risky Behaviors Among Low-Income Adolescents

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Graduating from high school is associated with better health and health behaviors. However, no rigorous studies have tested whether exposure to a highperforming school improves health or health behaviors, thus the causal relationship is unknown.WHAT THIS STUDY ADDS: Exposure to successful schools can reduce very risky health behaviors among low-income adolescents. The primary mechanism is mostly due to better school retention and also due to better academic achievement. abstract OBJECTIVES: We examined whether exposure to high-performing schools reduces the rates of risky health behaviors among low-income minority adolescents and whether this is due to better academic performance, peer influence, or other factors.METHODS: By using a natural experimental study design, we used the random admissions lottery into high-performing public charter high schools in low-income Los Angeles neighborhoods to determine whether exposure to successful school environments leads to fewer risky (eg, alcohol, tobacco, drug use, unprotected sex) and very risky health behaviors (eg, binge drinking, substance use at school, risky sex, gang participation). We surveyed 521 ninth-through twelfthgrade students who were offered admission through a random lottery (intervention group) and 409 students who were not offered admission (control group) about their health behaviors and obtained their statestandardized test scores. RESULTS:The intervention and control groups had similar demographic characteristics and eighth-grade test scores. Being offered admission to a high-performing school (intervention effect) led to improved math (P , .001) and English (P = .04) standard test scores, greater school retention (91% vs 76%; P , .001), and lower rates of engaging in $1 very risky behaviors (odds ratio = 0.73, P , .05) but no difference in risky behaviors, such as any recent use of alcohol, tobacco, or drugs. School retention and test scores explained 58.0% and 16.2% of the intervention effect on engagement in very risky behaviors, respectively. CONCLUSIONS:Increasing performance of public schools in lowincome communities may be a powerful mechanism to decrease very risky health behaviors among low-income adolescents and to decrease health disparities across the life span. Pediatrics 2014;134: e389-e396 AUTHORS:

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“…Though numerous empirically tested programmes successfully alter or deflect young children's development of DBPs (e.g. Raver et al 2009;Webster-Stratton and Reid 2010), few programmes have targeted the transition to kindergarten or issues specific to this adaptation period, in spite of the fact that this may be a period may be where improvements can have a particularly long-lasting impact (Pianta and Rimm-Kaufman 2006). As an indicated prevention programme -in other words, one that is designed for individuals with early signs of the targeted problem -Starting Strong targets children who already show DBPs in school or those with early risk for DBPs during the transition to school.…”

Section: The Interventionmentioning

confidence: 99%

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

Eisenhower

Taylor²,

Baker

2016

School Psychology Review

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School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student-teacher relationships and behavioural adjustment during the transition to kindergarten. This parent-and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong's parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

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Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial.

Cited by 285 publications

References 61 publications

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes

Successful Schools and Risky Behaviors Among Low-Income Adolescents

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

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