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ERIC Number: ED562822
Record Type: Non-Journal
Publication Date: 2014
Reference Count: 13
Grade Level Effects of the Incredible Years Teacher Training Program on Emotion Regulation and Attention
Murray, Desiree W.; Rabiner, David L.; Carrig, Madeline M.
Society for Research on Educational Effectiveness
Professional development for teachers has historically been fairly didactic in nature (Garet et al., 2001; Rose & Church, 1998), which is believed to limit effectiveness and translation to teacher practice change (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). One well-established program with a more active, collaborative training approach is the Incredible Years Teacher Classroom Management Program (IYT). Although positive effects on young children's social-emotional competence have been demonstrated for this program when implemented in combination with other Incredible Years programs (Webster-Stratton, Reid, & Hammond, 2001; 2004; Webster-Stratton, Reid, & Stoolmiller, 2008), the program has not been evaluated as an independent intervention or with regard to academic outcomes for early elementary students. As with many teacher-directed universal interventions for behavior problems or social-emotional development, there may be differential effects for students with different risk levels (Bierman et al, 2010). In addition, it is possible that social-emotional learning (SEL) interventions may have varying impact based upon students' developmental levels. Typically, it is believed that such interventions may be more effective for younger students, although there may be other contextual factors that affect outcomes. Thus, moderator analyses can be informative in understanding intervention effects. Overall, this study demonstrates modest effects of a relatively low-cost universal teacher training intervention on classroom climate, student social-emotional outcomes, and reading achievement. It contributes to the efficacy literature for the Incredible Years teacher program, which is supported for use with at-risk children in early childhood settings in combination with other interventions, by showing independent intervention effects in a large, normative sample of early elementary students attending rural schools. It is also the first study of this program to identify specific effects on an academic test, supporting the link between SEL programs and achievement. Tables and figures are appended.
Descriptors: Instructional Program Divisions, Faculty Development, Emotional Response, Attention, Interpersonal Competence, Intervention, Behavior Problems, At Risk Students, Emotional Problems, Program Effectiveness, Classroom Environment, Emotional Development, Reading Achievement, Elementary School Students, Rural Schools, Teacher Competencies, Workshops, Inservice Teacher Education, Randomized Controlled Trials, Observation, Rating Scales
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Publication Type: Reports - Research
Education Level: Elementary Education
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
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