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

Autor/inn/en	Chuang, Chi-ching; Reinke, Wendy M.; Herman, Keith C.
Titel	Effects of a Universal Classroom Management Teacher Training Program on Elementary Children with Aggressive Behaviors
Quelle	In: School Psychology, 35 (2020) 2, S.128-136 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chuang, Chi-ching) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000351
Schlagwörter	Elementary School Students; Student Behavior; Behavior Problems; Aggression; Classroom Techniques; Program Effectiveness; Faculty Development; Training; Kindergarten; Grade 1; Grade 2; Grade 3; Primary Education; Elementary School Teachers; Intervention; Achievement Gains; Self Control; Emotional Response; Prosocial Behavior; Teacher Student Relationship; Academic Achievement; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Klassenführung; Ausbildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Achievement gain; Leistungssteigerung; Selbstbeherrschung; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung
Abstract	The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors. Participants included 1,817 students (Grade K to 3) and 105 teachers from nine elementary schools in a large urban Midwestern school district. Teachers were randomly assigned to receive IY TCM or to a wait-list comparison group. The hypotheses were that baseline levels of aggression would moderate the relationship between intervention status and outcomes. Findings indicated the hypothesized moderation effect on several outcome variables; specifically, children with baseline aggression problems who were in IY TCM classrooms had significantly improved math achievement, emotional regulation, prosocial behaviors, and observed aggression in comparison to similar peers in the control classrooms. Implications for practice and future research based on the findings are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01