The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers’ Classroom Management Strategies

This study examined changes in preschool teachers? perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8?10-week period for a total of 32 hr of training. Twenty-four preschool teachers from one of the lowest income and highest unemployment counties in the state of Michigan participated in the program. To examine short-term maintenance effects, the authors collected follow-up data 16 weeks after all teachers completed the training. The authors found improvements in teachers? perceptions of positive classroom management strategies and their use. Transporting this evidence-based teacher training program to schoolbased mental health service delivery settings warrants additional study.

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Year: 2011
Bibliography: Carlson, J. S., Tiret, H. B., Bender, S. L., Benson, L. 2011. Journal of Applied School Psychology, 27: 2, 134 – 154. URL:
Authors: Carlson, Tiret, Bender, Benson,