The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery

Webster‐Stratton, Carolyn; Reinke, Wendy M.; Herman, Keith C.; Newcomer, Lori

doi:10.1080/02796015.2011.12087527

Cited by 111 publications

(57 citation statements)

References 44 publications

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“…Teachers also frequently report feelings of inadequacy when managing complex classroom environments (Hyland et al, 2014). Importantly, proactive teaching strategies and positive teacher–pupil relationships play an important role in the personal development and psychological adjustment of young children, particularly those who are at risk of conduct disorder and poor academic and social outcomes (Webster-Stratton et al, 2011). Teacher training programmes are recommended for targeting child classroom behaviour, and such interventions are likely to reach many more children than parent-training (Olchowski et al, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…Group discussions, role-plays and video vignettes are used to help teachers acquire teaching methods and other skills aimed at promoting positive child behaviour and decreasing challenging behaviour within the classroom. Coaching is embedded within the design of the IYTP (Reinke et al, 2012), and trained facilitators guide participants through programme delivery and assist teachers in translating processes and skills to the context of their individual classrooms (Webster-Stratton et al, 2011).…”

Section: The Incredible Years Teacher Classroom Management Programmementioning

confidence: 99%

See 1 more Smart Citation

Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

Hickey

McGilloway

Hyland

et al. 2015

Journal of Early Childhood Research

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Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 'high-risk' children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers' selfreported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and costeffectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.

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Section: Resultsmentioning

confidence: 99%

Section: The Incredible Years Teacher Classroom Management Programmementioning

confidence: 99%

Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

Hickey

McGilloway

Hyland

et al. 2015

Journal of Early Childhood Research

View full text Add to dashboard Cite

show abstract

“…During each workshop, teachers view video clips of effective strategies, role-play the use of strategies, and receive feedback from the IY TCM leaders and teachers in the group. IY TCM is principle driven and therefore flexible in adapting to the skill levels and specific classroom experiences of each teacher (Webster-Stratton et al, 2011). In addition to universal classroom management strategies, teachers learn to develop behavior support plans for students in their classrooms who need additional supports for social behavior.…”

Section: The Iy Tcm Interventionmentioning

confidence: 99%

“…The Incredible Years Teacher Classroom Management (IY TCM) intervention is an example of an evidence-based program that embeds fidelity and adaptation within its design (Webster-Stratton, Reinke, Herman, & Newcomer, 2011). The IY TCM incorporates teacher experiences and the cultural contexts of their classroom into the workshop content.…”

mentioning

confidence: 99%

Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program

Reinke

Stormont

Herman

et al. 2014

Journal of Emotional and Behavioral Disorders

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124

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Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors among diverse learners. Teachers also need support to successfully implement universal practices as well as to develop and enact plans for supporting students with disruptive behavior. This article describes a universal classroom management program that embeds coaching within the model. The coach supported teachers both in implementing universal strategies and in developing and implementing behavior support plans for students with disruptive behavior. The study evaluates the effectiveness of the behavior support plans and the types of coaching activities used to support these plans. Findings indicated that during meetings with teachers, coaches spent time action planning and providing performance feedback to teachers on their implementation of the behavior support plans. In addition, teachers reduced their rate of reprimands with the targeted at-risk students. Students receiving behavioral supports demonstrated decreased rates of disruptive behavior, increased prosocial behavior, and a trend toward improved on-task behavior. In comparison, a matched sample of students with disruptive behaviors did not demonstrate improved outcomes. Implications for practice are discussed.

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“…This includes lecturers' disposition to accurately identify potential misbehavior and to immediately act on it without getting frustrated (Korpershoek, Harms, de Boer, van Kuijk, & Doolaard, 2014). So, the classroom management proposes the effectiveness of the dynamic measure including the ability to modify classroom activities into well-being (Tal, 2010), such as nurturing, encouraging, and motivating students (Webster-Stratton, Reinke, Herman, & Newcomer, 2011).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Determinants of Lecturers’ Classroom Management as Depicted in Their Teaching Performance

Sumekto

Setyawati

Tukiyo

et al. 2020

PED

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This study aims at assessing four determinants of lecturers’ classroom management practices, in which 215 or 18.69% respondents participated in this study. Data analyses used descriptive statistics, Pearson correlations and regression analysis with the significance level of .05. The results showed that the conduciveness (t = 2.992; p = .003), diversity acceptance (t = 3.243; p = .001), disciplines engagement (t = 3.968; p = .000), and corrective decision (t = 3.045; p = .003) partially contributed positive and significant influence towards lecturers’ 28.8% teaching performance, where F = 21.209; R² = .288; p < .000. The analysis discloses two-tailed regression with Y = 12.660 + .225X1 + .175X2 + .237X3 + .142X4.

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The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery

Cited by 111 publications

References 44 publications

Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program

The Determinants of Lecturers’ Classroom Management as Depicted in Their Teaching Performance

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