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.
Bibliography: Carlson, J. S., Tiret, H. B., Bender, S. L., Benson, L. 2011. Journal of Applied School Psychology, 27: 2, 134 – 154. URL: http://dx.doi.org/10.1080/15377903.2011.565277