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Mixed Methods Systematic Review on Effectiveness and Experiences of the Incredible Years Teacher Classroom Management Programme

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Title: Mixed Methods Systematic Review on Effectiveness and Experiences of the Incredible Years Teacher Classroom Management Programme
Language: English
Authors: Nye, Elizabeth (ORCID 0000-0001-8424-1984), Melendez-Torres, G.J (ORCID 0000-0002-9823-4790), Gardner, Frances (ORCID 0000-0001-7508-7348)
Source: Review of Education. Oct 2019 7(3):631-669.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 39
Publication Date: 2019
Document Type: Journal Articles
Information Analyses
Descriptors: Classroom Techniques, Program Effectiveness, Teacher Education Programs, Behavior Problems, Experience, Educational Research, Foreign Countries, Child Behavior
Geographic Terms: United Kingdom (England), Ireland, Jamaica, United States, United Kingdom (Wales)
DOI: 10.1002/rev3.3145
ISSN: 2049-6613
Abstract: Children's early problematic behaviour correlates with later deviant behaviour. The Incredible Years Teacher Classroom Management (IY TCM) programme trains teachers in proactive strategies to disrupt patterns of negative child behaviour. This mixed methods systematic review applies multilevel meta-analysis and qualitative meta-synthesis to answer: What is known about the effectiveness of IY TCM, and how do people experience the programme and its effects? We included RCTs comparing IY TCM against treatment-as-usual/wait-list controls and interview/focus group studies with stakeholders. We pooled effect sizes using multilevel meta-analysis and applied grounded theory analysis to qualitative data. We used framework analysis and integrative grids for cross-synthesis. Nine studies from England, Ireland, Jamaica, the United States and Wales were included. IY TCM significantly reduced teachers' use of negative classroom management strategies and reduced conduct problems among high-risk children. No significant effects were found for improving child prosocial behaviours. Qualitative findings illuminated iterative learning processes between the individual and group and identified a wider range of perceived benefits than was measured in trials. Cross-synthesis demonstrates both harmonious overlap and gaps from differing research priorities. IY TCM presents an opportunity to lessen violence in schools, leading to improved learning environments for all. It reduced teachers' negative classroom management practices and high-risk children's aggressive/non-compliant behaviours. Experiential data mirrors these findings and expands upon them with a wide range of perceived benefits, demonstrating IY TCM is acceptable and enjoyable. Future quantitative research should seek to test the processes produced in the qualitative meta-synthesis, to better understand mechanisms of change.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1231530
Database: ERIC
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  Data: Mixed Methods Systematic Review on Effectiveness and Experiences of the Incredible Years Teacher Classroom Management Programme
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  Data: <searchLink fieldCode="AR" term="%22Nye%2C+Elizabeth%22">Nye, Elizabeth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8424-1984">0000-0001-8424-1984</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melendez-Torres%2C+G%2EJ%22">Melendez-Torres, G.J</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9823-4790">0000-0002-9823-4790</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gardner%2C+Frances%22">Gardner, Frances</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7508-7348">0000-0001-7508-7348</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. Oct 2019 7(3):631-669.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: 39
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink><br /><searchLink fieldCode="DE" term="%22Jamaica%22">Jamaica</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
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  Data: 10.1002/rev3.3145
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  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Children's early problematic behaviour correlates with later deviant behaviour. The Incredible Years Teacher Classroom Management (IY TCM) programme trains teachers in proactive strategies to disrupt patterns of negative child behaviour. This mixed methods systematic review applies multilevel meta-analysis and qualitative meta-synthesis to answer: What is known about the effectiveness of IY TCM, and how do people experience the programme and its effects? We included RCTs comparing IY TCM against treatment-as-usual/wait-list controls and interview/focus group studies with stakeholders. We pooled effect sizes using multilevel meta-analysis and applied grounded theory analysis to qualitative data. We used framework analysis and integrative grids for cross-synthesis. Nine studies from England, Ireland, Jamaica, the United States and Wales were included. IY TCM significantly reduced teachers' use of negative classroom management strategies and reduced conduct problems among high-risk children. No significant effects were found for improving child prosocial behaviours. Qualitative findings illuminated iterative learning processes between the individual and group and identified a wider range of perceived benefits than was measured in trials. Cross-synthesis demonstrates both harmonious overlap and gaps from differing research priorities. IY TCM presents an opportunity to lessen violence in schools, leading to improved learning environments for all. It reduced teachers' negative classroom management practices and high-risk children's aggressive/non-compliant behaviours. Experiential data mirrors these findings and expands upon them with a wide range of perceived benefits, demonstrating IY TCM is acceptable and enjoyable. Future quantitative research should seek to test the processes produced in the qualitative meta-synthesis, to better understand mechanisms of change.
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Child Behavior
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Mixed Methods Systematic Review on Effectiveness and Experiences of the Incredible Years Teacher Classroom Management Programme
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