The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings: Mediators and treatment utility

James Snyder, Sabina Low, Tara Schultz, Stacy Barner, Desirae Moreno, Meladee Garst, Ryan Leiker, Nathan Swink, Lynn Schrepferman

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post training. IY training resulted in increases in teachers' positive and reductions in teachers' negative behavior relative to training as usual, in decreased peer negative behavior toward target children, and in decreased negative behavior of target children high on conduct problems. The impact of IY training on the behavior of target children was mediated by changes in peers' behavior with no direct effects of teacher behavior and differential effects for high and low conduct problem children. Teacher training focused on altering the whole classroom environment may be an effective strategy, even for children with significant conduct problems.

Original languageEnglish (US)
Pages (from-to)336-345
Number of pages10
JournalJournal of Applied Developmental Psychology
Volume32
Issue number6
DOIs
StatePublished - Nov 2011
Externally publishedYes

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Keywords

  • At-risk preschool children
  • Child conduct problems
  • Peer group
  • Teacher behavior management training

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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