The influence of group training in the incredible years teacher classroom management program on preschool teachers' classroom management strategies

Journal of Applied School Psychology

Volumn 27, Issue 2, 2011, Pages 134-154

  Carlson, John S ^a   Tiret, Holly B ^a   Bender, Stacy L ^a   Benson, Laurie ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

Behavior problems; Classroom management; Evidence based interventions; Teacher training

Indexed keywords

EID: 79957461018     PISSN: 15377903     EISSN: 15377911     Source Type: Journal    
DOI: 10.1080/15377903.2011.565277     Document Type: Article

References (33)

1. Baker, T. L. (1994). Doing social research (2nd ed.). New York, NY: McGraw Hill.
2. Baker-Henningham, H., & Walker, S. (2009). A qualitative study of teacher's perceptions of an intervention to prevent conduct problems in Jamaican preschools. Child: Care, Health, and Development, 35, 632-642.
3. Baker-Henningham, H., Walker, S., Powell, C., & Meeks Gardner, J. (2009). A pilot study of the Incredible Years Teacher Training programme and a curriculum unit of social and emotional skills in community preschools in Jamaica. Child: Care, Health, and Development, 35, 624-631. DOI: 10.1111/j.1365-2214.2009.00964.x
4. Brophy, J. (1999). Perspectives on classroom management: Yesterday, today, and tomorrow. In J. Freiberg (Ed.), Beyond behaviorism: Changing the classroom management paradigm (pp. 43-56). Boston, MA: Allyn & Bacon.
5. Center for the Study and Prevention of Violence. (2010). Blueprint for violence prevention: Model programs. Retrieved from http://www. colorado.edu/cspv/blueprints/modelprograms/IYS.html
6. Chorpita, B. F. (2003). The frontier of evidence-based practice. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 42-59). New York, NY: Guilford Press.
7. Christenson, S. L., & Sheridan, S. M. (2001). School and families: Creating essential connections for learning. New York, NY: Guilford Press.
8. Conroy, M., Sutherland, K, Haydon, T., Stormont, M., & Harmon, J. (2008). Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach. Psychology in the Schools, 46, 3-17.
9. Doll, B., Zucker, S., & Brehm, K. (2004). Resilient classroom: Creating healthy environments for learning. New York, NY: Guilford Press.
10. Hamre, B., & Pianta, R. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk for school failure. Child Development, 72, 625-638.
11. Hanish, L. D., & Guerra, N. G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology, 14, 69-89.
12. Hutchings, J., Daley, D., Jones, K., Martin, P., Bywater, T., & Gwyn, R.,(2007) Early results from developing and researching the Webster-Stratton Incredible Years Teacher Classroom Management Training Programme in North West Wales. Journal of Children's Services, 2, 15-26.
13. Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (8th ed.). Boston, MA: Pearson Education.
14. Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33, 34-48.
15. Loeber, R., Burke, J. D., Lahey, B. B., Winters, A., & Zera, M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, Part 1. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1468-1484.
16. Patterson, G. R. (1982). Coercive family process. Eugene, OR: Castalia.
17. Qi, C. H., & Kaiser, A. P. (2003). Behavior problems of preschool children from lowincome families: A review of the literature. Topics in Early Childhood Special Education, 23, 188-216.
18. Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.
19. Rones, M. & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223-241.
20. Shernoff, E. S., & Kratochwill, T. R. (2007). Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. School Psychology Quarterly, 22, 449-472.
21. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
22. Sroufe, L. A., Carlson, E. A., Levy, A. K., & Egeland, B. (1999). Implications of attachment theory for developmental psychopathology. Development and Psychopathology, 11, 1-13.
23. U.S. Department of Education. (2002). No Child Left Behind: A desktop reference. Washington, DC: Author.
24. U.S. Department of Education. (2005). The condition of education 2005: Special analysis, mobility in the workforce. Washington, DC: Author.
25. Webster-Stratton, C. (1997). Early intervention for families of preschool children with conduct problems. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 429-454). Baltimore, MD: Paul H. Brookes.
26. Webster-Stratton, C. (2000). Incredible Years Training Series Bulletin. Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
27. Webster-Stratton, C. (2006). Incredible Years Teacher Classroom Management Program. Seattle, WA: Author.
28. Webster-Stratton, C., Kolpacoff, M., & Hollingworth, T. (1988). Self-administered videotape therapy for families with conduct problem children: Comparison with two cost effective treatments and a control group. Journal of Consulting and Clinical Psychology, 56, 558-566.
29. Webster-Stratton, C., & Reid, M. J. (2003). The incredible years parents, teachers, and children training series: A multifaceted approach for young children with conduct problems. In A. E. Kazdin & Weisz, J. R. (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 224-240). New York: The Guilford Press.
30. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283-302.
31. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33, 105-124.
32. Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49, 471-488.
33. Williford, A. P., & Shelton, T. L. (2008). Using mental health consultation to decrease disruptive behaviors in preschoolers: Adapting an empirically supported intervention. Journal of Child Psychology and Psychiatry, 49, 191-200.