Incredible Years (IY): Teacher Classroom management Program & Dinosaur School
Category: Social Emotional Learning
Summary
Incredible Years: Teacher Classroom Management (IY TCM) provides teaching practices and lesson-based approaches to SEL. It includes programming for grades Pre-K-3 and demonstrates evidence of effectiveness at grades Pre-K-3. It is recommended that the Teacher Classroom Management program be implemented in conjunction with Incredible Year’s lesson-based curriculum, Dinosaur School; however, this is not a requirement. Translated materials are available in Norwegian, Danish, Finnish, and Portuguese.
Strategies supporting educational equity (CASEL)
IY TCM offers strategies for understanding context, working with bias, and customizing for context. This includes training on making connections with families to understand the context and culture of students, opportunities for teachers to examine and interrogate their own potential biases, and guidance for adjusting classroom management to be more culturally responsive.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Pre-K, Elementary (K-5)
Setting
Classroom, Schoolwide, Home, Community
Language
English, Spanish, Additional Languages
Cost
Curriculum Costs: The costs for the Incredible Years Teacher Classroom Management program package can be found on our web site http://www.incredibleyears.com/order/, The teacher package includes group leader manual, DVDs, leader teacher text, stickers, laminated calm down and teacher pyramid poster. One time up front costs of running a teacher workshop includes: 3-day training for group leaders (plus travel and hotel) and teacher program package. On-going costs of running a teacher training workshop include; venue, group leader salary, teacher books and handouts for teachers and snacks. Ongoing consultation for group leaders is a separate fee as well as for accreditation which involves video feedback of sessions via skype or in person consultation workshops. On-site training and consultation is also available for large districts. Inquire about costs at incredibleyears@incredibleyears.com The Incredible Years administrative staff works with sites to calculate specific budgets that take into consideration the agency’s implementation and consultation needs. Contact incredibleyears@incredibleyears.com for a customized budget estimate.
# Lessons
Unspecified
Program Design
Tier 1 (Universal)
Technology Requirements
Equipment for playing videos.
Staffing Requirements
Two graduate-level group leaders are needed to conduct the teacher workshops. Experienced teachers, school psychologists, school counselors, behavior interventionists, and administrators may be chosen as group leaders. The group leaders should have classroom experience, coursework in child development and educational best practices, and should be able to work in a supportive and collaborative way with the teacher groups. These group leaders will need to be trained in an authorized 3-day Incredible Years Teacher Classroom Manager Group leader training prior to delivering the program to the teachers.
Professional Development
Onsite in-person, Virtual, Offsite, Train the Trainer, Group Leaders participate in a 3-day Teacher Classroom Management Training (offered yearly in Seattle or on-site at agency’s request). Following training, group leaders begin leading groups and receive consultation from The Incredible Years trainers and mentors. Group leaders participate in an accreditation process to ensure that they are delivering the program with fidelity. When group leaders have completed the accreditation process, they are certified group leaders., Teachers receive 6 full day workshops, delivered in groups of 12-15 teachers. Between workshop days, teachers receive ongoing coaching from a graduate-level certified IY TCM group facilitator or coach.
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from two randomized controlled trials (RCT) support the effectiveness of the IY TCM for diverse preschool and elementary school students at decreasing problem behaviors and improving social behaviors. IY TCM has been found effective both as a standalone SEL intervention and when paired with Incredible Years Dinosaur School (IY DS).
Results from an RCT published in 2018 supported the effectiveness of the IY TCM for early elementary school students. This evaluation included 104 teachers and 1,680 kindergarten through grade 3 students enrolled in urban schools in the U.S. Midwest (76% Black/African American, 22% white; 61% free or reduced-price lunch (FRPL)). This evaluation found that students with teachers participating in IY TCM demonstrated significantly higher teacher-reported prosocial behavior and social competence, as well as significantly lower teacher-reported emotional dysregulation compared to students in the comparison group (outcomes reported approximately seven months after baseline, while controlling for outcome pretest and a host of relevant demographic characteristics).
Results from a longitudinal RCT cohort study (published in 2008) supported the effectiveness of simultaneously implementing the IY TCM and IY DS programs for preschool and elementary students. This evaluation included 1,768 pre kindergarten through grade 1 students students enrolled in urban Head Start and public schools in the U.S. West region (27% white, 26% Black/African American, 20% Asian/Asian American, 18% Latino; 58% FRPL; 31% spoke non-English home language). This evaluation found students exposed to both IY programs demonstrated significant improvement in emotional self-regulation, social competence and conduct problems compared to students in the control students outcomes reported approximately 9 after baseline, while controlling for outcome pretest and a host of relevant demographic characteristics). Additionally, IY teachers demonstrated significant improvements in teaching practices compared to the teachers in the control group.
Reinke, Herman & Dong (2018) evaluated IY TCM in 9 urban schools in a school district in the Midwestern US. Among 1817 students who were randomly assigned to treatment and wait-list control groups, 76% were African Americans, 22% were White, and 61% were low income students qualifying for free and reduced price lunch. After 1 year of intervention, IY TCM students scored higher than controls on prosocial behavior (effect size=+0.13), social competence (effect size=+0.13), and emotional regulation (effect size=+0.14), qualifying the program for the “Strong” level in both the Social Relationship and Emotional Well-being categories. There were no significant effects on other outcomes, such as concentration problems, disruptive behavior, and academic outcomes.
Strong Relationships
Strong
Emotional Wellbeing
Strong
Published Studies
Reinke, W. M., Herman, K. C., & Dong (2018). The Incredible Years Teacher Classroom Management Program: Outcomes from a group randomized trial. Prevention Science, 19, 1043-54.