Carolyn Webster?Stratton|M. Jamila Reid|Mike Stoolmiller
Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high?risk schools
Seattle University|University of Washington|Seattle University|University of Washington
background school readiness conceptualized three components including emotional selfregulation social competence familyschool involvement well absence conduct problems play key role young childrens future interpersonal adjustment academic success unfortunately exposure multiple povertyrelated risks increases odds children demonstrate increased emotional dysregulation fewer social skills less teacherparent involvement conduct problems consequently intervention offered socioeconomically disadvantaged populations includes social emotional school curriculum trains teachers effective classroom management skills promotion parentschool involvement would seem strategic strategy improving young childrens school readiness leading later academic success prevention development conduct disorders methods randomized trial evaluated incredible years iy teacher classroom management child social emotion curriculum dinosaur school universal prevention program children enrolled head start kindergarten first grade classrooms schools selected high rates poverty trained teachers offered dinosaur school curriculum students biweekly lessons throughout year sent home weekly dinosaur homework encourage parents involvement part curriculum involved promotion lesson objectives teachers continual use positive classroom management skills focused building social competence emotional selfregulation skills well decreasing conduct problems matched pairs schools randomly assigned intervention control conditions results results multilevel models total 153 teachers 1768 students presented children teachers observed classrooms blinded observers beginning end school year results indicated intervention teachers used positive classroom management strategies students showed social competence emotional selfregulation fewer conduct problems control teachers students intervention teachers reported involvement parents control teachers satisfaction program high regardless grade levels conclusions findings provide support efficacy universal preventive curriculum enhancing school protective factors reducing child classroom risk factors faced socioeconomically disadvantaged children