A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

References

• Arthur, M., C. Gordon, and N. Butterfield. 2003. Classroom Management: Creating Positive Learning Environments. Victoria: Thomson.
   Google Scholar
• Baker-Henningham, H., S. Scott, K. Jones, and S. Walker. 2012. Reducing Child Conduct Problems and Promoting Social Skills in a Middle-Income Country: Cluster Randomised Controlled Trial. British Journal of Psychiatry 201: 101–108. doi: 10.1192/bjp.bp.111.096834
   PubMed Web of Science ®Google Scholar
• Baker-Henningham, H., and S. Walker. 2009. “A Qualitative Study of Teacher's Perceptions of an Intervention to Prevent Conduct Problems in Jamaican pre-Schools.” Child: Care, Health and Development 35 (5): 632–642.
   PubMed Web of Science ®Google Scholar
• Baker-Henningham, H., S. Walker, C. Powell, and J. M. Gardner. 2009. “A Pilot Study of the Incredible Years Teacher Training Programme and a Curriculum Unit on Social and Emotional Skills in Community pre-Schools in Jamaica.” Child: Care, Health and Development 35: 624–631.
   PubMed Web of Science ®Google Scholar
• Banks, J., and S. McCoy. 2011. A Study on the Prevalence of Special Educational Needs. Trim: NCSE.
   Google Scholar
• Barrett, P. M. 2004. Friends for Life! For Children. Participant Workbook and Leader's Manual. Brisbane: Australian Academic Press.
   Google Scholar
• Barrish, H. H., M. Saunders, and M. M. Wolf. 1969. “Good Behavior Game: Effects of Individual Contingencies for Group Consequences on Disruptive Behavior in a Classroom.” Journal of Applied Behavior Analysis 2 (2): 119–124. doi: 10.1901/jaba.1969.2-119
   PubMed Web of Science ®Google Scholar
• Bywater, T., J. Hutchings, C. Whitaker, C. Evans, and L. Parry. 2011. “The Incredible Years Therapeutic Dinosaur Programme to Build Social and Emotional Competence in Welsh Primary Schools: Study Protocol for a Randomised Controlled Trial.” Trials 12: 39. doi: 10.1186/1745-6215-12-39
   PubMed Web of Science ®Google Scholar
• Carlson, J., H. Tiret, S. Bender, and L. Benson. 2011. “The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers’ Classroom Management Strategies.” Journal of Applied School Psychology 27 (2): 134–154. doi: 10.1080/15377903.2011.565277
   Google Scholar
• Clunies-Ross, P., E. Little, and M. Kienhuis. 2008. “Self-reported and Actual use of Proactive and Reactive Classroom Management Strategies and Their Relationship with Teacher Stress and Student Behaviour.” Educational Psychology 28 (6): 693–710. doi: 10.1080/01443410802206700
   Web of Science ®Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Hillsdale, NJ: Lawrence Earlbaum.
   Google Scholar
• Department of Education and Science. 2005. Delivering Equality of Opportunity in Schools: An Action Plan for Educational Inclusion. Dublin: Department of Education and Science.
   Google Scholar
• Department of Education and Science. 2006. Learning to Teach: Students on Teaching Practice in Irish Primary Schools. Dublin: Stationery Office.
   Google Scholar
• Drew, E. 2006. Facing Extinction? Why Men are not Attracted to Primary Teaching. Dublin: Liffey Press.
   Google Scholar
• Duck, L. 2007. “Using Sounder Foundations to Help Avoid the “why new Teachers cry” Phenomenon.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 81: 29–36. doi: 10.3200/TCHS.81.1.29-36
   Google Scholar
• Fergusson, D. M., L. J. Horwood, and L. Stanley. 2013. “A Preliminary Evaluation of the Incredible Years Teacher Programme.” New Zealand Journal of Psychology 42 (2): 51–56.
   Google Scholar
• Friedman, I. A. 2006. “Classroom Management and Teacher Stress and Burnout.” In Handbook of Classroom Management: Research, Practice, and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 925–944. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Greene, R. W., S. K. Beszterczey, T. Katzenstein, K. Park, and J. Goring. 2002. “Are Students with ADHD More Stressful to Teach? Patterns of Teacher Stress in an Elementary School Sample.” Journal of Emotional and Behavioral Disorders 10 (2): 79–89. doi: 10.1177/10634266020100020201
   Web of Science ®Google Scholar
• Hamre, B. K., and R. C. Pianta. 2005. “Can Instructional and Emotional Support in the First-Grade Classroom Make a difference for Children at Risk of School Failure?” Child Development 76 (5): 949–967. doi: 10.1111/j.1467-8624.2005.00889.x
   PubMed Web of Science ®Google Scholar
• Hickey, G., S. McGilloway, L. Hyland, Y. Leckey, P. Kelly, T. Bywater, C. Comiskey, A. Lodge, M. Donnelly, and D. O'Neill. 2015. “Exploring the Effects of a Universal Classroom Management Training Programme on Teacher and Child Behaviour: A Group-Randomised Controlled Trial and Cost Analysis.” Journal of Early Childhood Research. doi:10.1177/1476718X15579747.
   Google Scholar
• Hutchings, J., D. Daley, K. Jones, P. Martin, T. Bywater, and R Gwyn. 2007. “Early Results from Developing and Researching the Webster-Stratton Incredible Years Teacher Classroom Management Training Programme in North West Wales.” Journal of Children's Services 2 (3): 15–26. doi: 10.1108/17466660200700023
   Google Scholar
• Hutchings, J., P. Martin, D. Daley, and M. E. William. 2013. “The Effects of a Teacher Classroom Management Programme on the Classroom Behaviour of Children with and Without Behaviour Difficulties.” Journal of School Psychology 51: 571–585. doi: 10.1016/j.jsp.2013.08.001
   PubMed Web of Science ®Google Scholar
• Hyland, L., G. Ní Mháille, S. McGilloway, and A. Lodge. 2014. “Emotional and Behavioural Difficulties in Young, School-Going Children in Ireland: Prevalence and Teacher Response.” School Psychology International 35 (5): 516–529. doi:10.1177/0143034313515984.
   Web of Science ®Google Scholar
• Irish National Teachers’ Organisation. 2004. Managing Challenging Behaviour. Dublin: Irish National Teachers' Organisation.
   Google Scholar
• Irish National Teachers’ Organisation. 2005. Towards Positive Behaviour in Primary Schools. Dublin: Irish National Teachers' Organisation.
   Google Scholar
• Irish National Teachers’ Organisation. 2012. Wellbeing in the Classroom: Discussion Document and Proceedings of the Consultative Conference on Education 2012. Dublin: Irish National Teachers' Organisation.
   Google Scholar
• Janus, M., and E Duku. 2007. “The School Entry gap: Socioeconomic, Family, and Health Factors Associated with Children's School Readiness to Learn.” Early Education and Development 18 (3): 375–403. doi: 10.1080/10409280701610796a
   Google Scholar
• Jennings, P., and M. Greenberg. 2009. “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes.” Review of Educational Research 79 (7): 491–525. doi: 10.3102/0034654308325693
   Web of Science ®Google Scholar
• Kiernan, G., N. Axford, M. Little, C. Murphy, S. Greene, and M Gormley. 2008. “The School Readiness of Children Living in a Disadvantaged Area in Ireland.” Journal of Early Childhood Research 6 (2): 119–144. doi: 10.1177/1476718X08088674
   Google Scholar
• Kusché, C. A., and M. T. Greenberg. 1994. The PATHS (Promoting Alternative Thinking Strategies) Curriculum. South Deerfield, MA: Channing-Bete.
   Google Scholar
• Martin, P. A., D. Daley, J. Hutchings, K. Jones, C. Eames, and C. J. Whitaker. 2010. “The Teacher-Pupil Observation Tool (T-POT): Development and Testing of a New Classroom Observation Measure.” School Psychology International 31 (3): 229–249. doi: 10.1177/0143034310362040
   Web of Science ®Google Scholar
• Marzano, R. J., and J. S. Marzano. 2003. The Key to Classroom Management. Building Classroom Relationships 61 (1): 6–13.
   Google Scholar
• Pope, C., S. Ziebland, and N. Mays. 2000. “Qualitative Research in Health Care: Analysing Qualitative Data.” British Medical Journal 320 (7227): 114–116. doi: 10.1136/bmj.320.7227.114
   PubMed Web of Science ®Google Scholar
• Qi, C. H., and A. P Kaiser. 2003. “Behavior Problems of Preschool Children from Low-Income Families Review of the Literature.” Topics in Early Childhood Special Education 23 (4): 188–216. doi: 10.1177/02711214030230040201
   Web of Science ®Google Scholar
• Reiss, F. 2013. “Socioeconomic Inequalities and Mental Health Problems in Children and Adolescents: A Systematic Review.” Social Science and Medicine 90: 24–31. doi: 10.1016/j.socscimed.2013.04.026
   PubMed Web of Science ®Google Scholar
• Robinson, E. A., and S. M. Eyberg. 1982. “The Dyadic Parent-Child Interaction Coding System: Standardization and Validation.” Journal of Consulting and Clinical Psychology 49: 245–250. doi: 10.1037/0022-006X.49.2.245
   Web of Science ®Google Scholar
• Smyth, E., S. McCoy, and G. Kingston. 2015. Learnings From the Evaluation of DEIS: Research Series No. 39. Dublin: Economic and Social Research Institute.
   Google Scholar
• Statham, J. 2013. Prevention and Early Intervention in Children and Young People's Services - Improving Child Behaviour. Dublin: Centre for Effective Services.
   Google Scholar
• Stormont, M., W. Reinke, and K. Herman. 2011. “Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems.” Journal of Behavioral Education 20 (2): 138–147. doi: 10.1007/s10864-011-9122-0
   Google Scholar
• Stoughton, E. H. 2007. ““How Will I get them to Behave?” Pre-Service Teachers Reflect on Classroom Management.” Teaching and Teacher Education 23: 1024–1037. doi: 10.1016/j.tate.2006.05.001
   Web of Science ®Google Scholar
• Sugai, G., and R. Horner. 2002. “The Evolution of Discipline Practices: School-Wide Positive Behavior Supports.” Child & Family Behavior Therapy 24 (1–2): 23–50. doi: 10.1300/J019v24n01_03
   Web of Science ®Google Scholar
• Sutherland, K., T. Lewis-Palmer, J. Stichter, and P. Morgan. 2008. “Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students with Emotional or Behavioral Disorders.” The Journal of Special Education 41 (4): 223–233. doi: 10.1177/0022466907310372
   Web of Science ®Google Scholar
• Tapp, J., J. Wehby, and D. Ellis. 1995. “A Multiple Option Observation System for Experimental Studies: MOOSES.” Behavior Research Methods, Instruments, & Computers, 27: 25–31. doi: 10.3758/BF03203616
   Google Scholar
• Webster-Stratton, C. 2005. Teacher Classroom Management Strategies Questionnaire. http://www.incredibleyears.com/Resources/teacher-strategies-questionn-aireamericanversion.pdf.
   Google Scholar
• Webster-Stratton, C. 2006. The Incredible Years Teacher Classroom Management Program. Seattle, WS: C. Webster-Stratton.
   Google Scholar
• Webster-Stratton, C. 2011. The Incredible Years: Parents, Teachers and Children's Training Series. Seattle, WA: Incredible Years.
   Google Scholar
• Webster-Stratton, C., and K. C. Herman. 2010. “Disseminating Incredible Years Series Early-Intervention Programs: Integrating and Sustaining Services Between School and Home.” Psychology in the Schools 47: 36–54.
   Web of Science ®Google Scholar
• Webster-Stratton, C., and J. M. Reid. 2004. “Strengthening Social and Emotional Competence in Young Children: The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem-Solving Curriculum.” Infants and Young Children 17 (2): 96–113. doi: 10.1097/00001163-200404000-00002
   Web of Science ®Google Scholar
• Webster-Stratton, C., J. M. Reid, and M. Hammond. 2004. “Treating Children with Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training.” Journal of Clinical Child and Adolescent Psychology 33 (1): 105–124. doi: 10.1207/S15374424JCCP3301_11
   PubMed Web of Science ®Google Scholar
• Webster-Stratton, C., J. M. Reid and M. Stoolmiller. 2008. “Preventing Conduct Problems and Improving School Readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in High- Risk Schools.” Journal of Child Psychology and Psychiatry 49 (5): 471–488. doi: 10.1111/j.1469-7610.2007.01861.x
   PubMed Web of Science ®Google Scholar
• Webster-Stratton, C., W. M. Reinke, K. C. Herman, and L. L. Newcomer. 2011. “The Incredible Years Teacher Classroom Management Training: The Methods and Principles that Support Fidelity of Training Delivery.” School Psychology Review 40 (4): 509–529.
   Web of Science ®Google Scholar
• Williams, J., S. Greene, E. Doyle, E. Harris, R. Layte, S. McCoy, C. McCrory, et al. 2009. Growing up in Ireland: National Longitudinal Study of Children –the Lives of Nine Year Olds. Dublin: Department for Children and Youth Affairs.
   Google Scholar