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

Rachel Korest,John S Carlson

doi:10.3390/children9010024

Rachel Korest, John S Carlson

Open Access

https://doi.org/10.3390/children9010024

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Journal: Children	Publication Date: Dec 30, 2021
Citations: 7	License type: CC BY 4.0

Affiliation: Kennedy Krieger Institute, Michigan State University

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.

Highlights

Evidence-based classroom management strategies are essential for enhancing student social, emotional, behavioral, and academic growth [1]
We examined the target child, reporting method, study design, and dosage to understand if potential moderators influenced the overall effect sizes of the expected outcome variables as a result of Incredible Years Teacher Classroom Management (IYTCM) techniques
There was a wide range of effect sizes in these studies (g = 0.10 to 0.94), the preliminary results indicated positive outcomes when implementing positive classroom management strategies

Summary

Introduction

Evidence-based classroom management strategies are essential for enhancing student social, emotional, behavioral, and academic growth [1]. To effectively implement classroom management strategies, teachers need adequate training and support from schools. Teachers report low confidence in managing classroom disruptions, citing inadequate training [2]. With a limited emphasis on teacher classroom management (TCM) training in preservice education programs, teachers may rely on ineffective teaching strategies. This may result in poor academic outcomes and increased challenges related to students’ social-emotional development. This can exacerbate behavioral problems in the classroom and lead to elevated levels of teacher stress and issues with teacher retention [3]

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Conclusion