---
title: Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school
description: Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school
---

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# [Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school](https://www.incredibleyears.com/research/library/article/investigating-teacher-and-student-effects-of-the-incredible-years-classroom-management-program-in-early-elementary-school)

 Written by [Incredible Years](https://www.incredibleyears.com/research/library/author/adminiy) | Feb 6, 2018 6:50:18 PM

Murray, D.W., Rabiner, D.L., Kuhn, L., Pan, Y., Sabet, R.F. (2017). Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school. *Journal of School Psychology. *Advance online publication. https://doi.org/10.1016/j.jsp.2017.10.004

**Abstract**

The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (*d* = 0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (*d* = 0.54) and inattention (*d* = − 0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research.

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