ERIC Number: EJ776152
Record Type: Journal
Publication Date: 2007-Sep
Reference Count: 0
Transporting an Evidence-Based Classroom Management Program for Preschoolers with Disruptive Behavior Problems to a School: An Analysis of Implementation, Outcomes, and Contextual Variables
Shernoff, Elisa Steele; Kratochwill, Thomas R.
School Psychology Quarterly, v22 n3 p449-472 Sep 2007
The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers' use of classroom management strategies, reductions in disruptive behaviors, acceptability, and contextual barriers of sustaining EBIs in practice settings. Four pairs of teachers (N = 8) were randomly assigned to VM or VMC conditions in a multiple probe design. Students (1-2 per classroom; N = 13) displaying high levels of externalizing problems also participated. Statistically significant between-groups differences in teacher confidence ratings, use of positive instructional practices, and acceptability favored the VMC condition. Positive trends favoring VMC students, including clinically significant increases in social competence, were also found. Although students in both groups exhibited reductions in disruptive behaviors, significant between-groups differences related to disruptive behavior were not observed. Findings related to contextual variables (e.g., time, cost, institutional support, adaptability of the program) have implications for future adoption of this program.
Descriptors: Training Methods, Interpersonal Competence, Classroom Techniques, Behavior Problems, Preschool Education, Preschool Children, Program Implementation, Program Evaluation, Professional Development, Student Behavior, Educational Environment, Teaching Methods, Preschool Teachers, Protocol Materials, Visual Aids
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Preschool Education
Authoring Institution: N/A