Promoting engagement of U. S. elementary students with emotional and behavioral disorders: evidence of efficacy of the Classroom Reset program

Abstract

A randomized controlled trial evaluated the Classroom Reset universal classroom-management intervention on classroom behaviors and engagement of U. S. elementary students with emotional and behavioral disorders (EBD). Participants were from seven intervention ( n = 49 students) and six comparison ( n = 25 students) schools. Results indicated that students in intervention classrooms significantly improved classroom behaviors and engagement more than students in the comparison condition (Hedges's g = 0.86). Statistically significant reductions were found in the percentages of intervention students (from 46% at baseline to 30% at the end of year 2) who did not meet clinical cutoff criteria for risk of clinically defined externalizing behavior syndromes. This study provides evidence of the effectiveness of universal behavioral interventions in promoting student engagement.