The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
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DOI：
10.1007/s11121-018-0932-3
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发表时间：
2018-11-01
影响因子：
3.5
通讯作者：
Dong, Nianbo
中科院分区：
文献类型：
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作者：
Reinke, Wendy M.;Herman, Keith C.;Dong, Nianbo
该随机对照试验（RCT）评估了不可思议的岁月教师课堂管理计划（IY TCM）对城市环境中大量不同学生样本的学生社会行为和学业成绩的有效性。参与者包括105名教师和1817名幼儿园至三年级的学生。三个层次的分层线性模型（HLM）进行了检查教师报告的学生行为和学业成绩的整体治疗效果。此外，进行了多层次的适度分析，以检查是否对学生的结果不同的人口统计学变量和社会情绪和破坏性行为和学术的预测试措施的治疗效果。研究结果表明，IY TCM减少学生情绪失调（d=-0.14），增加亲社会行为（d=0.13）和社会能力（d=0.13）。此外，学生最初较低的社会和学术能力的措施表现出显着的改善，在同一措施的结果相比，类似的同龄人在控制教室。研究结果的实际意义和对学校和政策制定者的影响进行了讨论。
This group randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects on teacher-reported student behavior and academic outcomes. In addition, multi-level moderation analyses were conducted to examine whether the treatment effects on student outcomes differed by demographic variables and pretest measures of social emotional and disruptive behavior and academics. Findings indicate that IY TCM reduced student emotional dysregulation (d=-0.14) and increased prosocial behavior (d=0.13) and social competence (d=0.13). In addition, students initially lower on measures of social and academic competence demonstrated significant improvements on the same measure at outcome in comparison to similar peers in control classrooms. Practical significance of the findings and implications for schools and policy makers are discussed.