Study: 89768

Department-funded evaluation

Review Details

Reviewed: August 2021

At least one finding shows strong evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Department-funded evaluation (findings for Incredible Years Teacher Classroom Management (IY TCM))

Using:

Rating:

Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

General Literacy Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Broad Reading (Woodcock-Johnson III Tests of Achievement)	Incredible Years Teacher Classroom Management (IY TCM) vs. Business as usual	0 Days	Full sample; 1,817 students	99.33	100.83	No	--

General Mathematics Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Broad Mathematics (Woodcock Johnson III Tests of Achievement)	Incredible Years Teacher Classroom Management (IY TCM) vs. Business as usual	0 Days	Full sample; 1,817 students	96.66	97.29	No	--

Observed individual behavior outcomes—Statistically significant negative effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Rate of observed aggression	Incredible Years Teacher Classroom Management (IY TCM) vs. Business as usual	0 Days	Full sample; 1,817 students	N/A	0.01	Yes	--

Student emotional status outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) emotion dysregulation subscale	Incredible Years Teacher Classroom Management (IY TCM) vs. Business as usual	0 Days	Full sample; 1,817 students	2.15	2.29	Yes	5

Student social interaction outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) prosocial behaviors subscale	Incredible Years Teacher Classroom Management (IY TCM) vs. Business as usual	0 Days	Full sample; 1,817 students	4.84	4.67	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 48%
Male: 52%
Urban
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Midwest

Race
Black		76%
Other or unknown		2%
White		22%

Study Details

Setting

This study took place in 9 elementary schools in an urban school district in the Midwestern part of the United States.

Study sample

A total of 104 teachers and 1,817 students (900 students in the intervention group and 917 in the comparison group) in kindergarten to grade 3 classrooms in 9 schools participated in the study. A total of 105 teachers were recruited across three years, forming a cohort for each year: in year 1, there were 34 teachers and 577 students; in year 2, there were 34 teachers and 571 students; and in year 3, there were 37 teachers and 670 students. One teacher left the study, leaving 104 teachers in the final study sample. About 52% of the students were male, 61% were eligible for free or reduced-price lunch, and 9% received special education services. Approximately 76% were African American and 22% were White.

Intervention Group

This study examined the Incredible Years Teacher Classroom Management Program (IY TCM), which trains teachers on effective techniques to improve their classroom management. The program has a special focus on teachers’ mediation of students’ aggressive and disruptive behaviors, social and emotional coaching of students, and effective discipline strategies. Teachers in the IY TCM group were offered three training sessions of 2 days each, occurring between October and February. Trainings were offered by two certified IY TCM trainers. Each session included video vignettes modeling effective classroom management and guided discussions. Video vignettes and guided discussions focused on effective teacher–student interactions to reduce discipline problems and teachers’ practices that are effective in reducing students’ challenging behaviors.

Comparison Group

Teachers in the comparison condition were placed on a wait list to receive IY TCM training after the conclusion of the study. During the study period, they were not offered training in IY TCM.

Support for implementation

IY TCM trainers observed each teacher four times during the school year. Observations focused on teachers’ use of IY TCM skills in the classroom, and observers found that use of targeted skills and proactive classroom management strategies increased after teachers received the IY TCM trainings.

Effects of a Universal Classroom Management Teacher Training Program on Elementary Children with Aggressive Behaviors