Early results from developing and researching the Webster‐Stratton Incredible Years Teacher Classroom Management Training Programme in North West Wales

DOIhttps://doi.org/10.1108/17466660200700023
Published date01 November 2007
Date01 November 2007
Pages15-26
AuthorJudy Hutchings,Dave Daley,Karen Jones,Pam Martin,Tracey Bywater,Rhiain Gwyn
Subject MatterEducation,Health & social care,Sociology
15
Journal of Childrens Services
Volume 2 Issue 3 November 2007
© Pavilion Journals (Brighton) Ltd
Abstract
The evidence-based Incredible Years Teacher Classroom Management (TCM) Programme was developed
to meet demands from teachers for strategies to manage disruptive behaviours in the classroom
(Webster-Stratton, 1999). This article describes the programme and reports on its first use in the UK. In
the first study 23 teachers attended the five-day classroom management programme, 20 completed the
final satisfaction questionnaire and 21 participated in a semi-structured follow-up interview. Teachers who
implemented the training in their classrooms reported satisfaction with the programme and believed that
the strategies taught were effective and improved pupils’conduct. In the second study, blind observation
of teacher classroom behaviour was undertaken in 21 classes: 10 teachers had received the TCM training
and 11 had not. Teachers who received TCM training gave clearer instructions to children and allowed
more time for compliance before repeating instructions. The children in their classes were more compliant
than children in the classes of untrained teachers. The implications of these findings are discussed.
Key words
conduct disorder; Incredible Years Teacher Classroom Management Programme; classroom observation;
classroom management
1Research Director,
School of
Psychology,
Bangor University,
Wales
2Senior Research
Tutor, School of
Psychology,
Bangor University,
Wales
3Research
Assistant/PhD
Student, School of
Psychology,
Bangor University,
Wales
4Project Trial Co-
ordinator, School of
Psychology,
Bangor University,
Wales
5Head Teacher,
Gwynedd Education
Authority, Wales
Introduction
This article describes the introduction of the Incredible
Years (IY) Teacher Classroom Management (TCM)
programme (Webster-Stratton & Reid, 2004) in North
West Wales, reporting on teacher responses to the
programme, with components for parents, children and
teachers, and initial steps taken to evaluate it. The IY
programme was developed and researched at the
University of Washington, Seattle and randomised
controlled trials by the programme developer in the US
have demonstrated it to be effective in reducing
conduct problems and promoting pupils’ social,
academic and emotional development in both clinical
populations (Webster-Stratton, Reid & Hammond, 2004)
and as a school-based preventive programme (Webster-
Stratton, Reid & Hammond, 2001). To date, however, the
TCM programme has not been independently evaluated.
This article provides a preliminary answer to two
questions: (i) is the programme acceptable to teachers
working in a very different cultural and linguistic
environment, and (ii) is it effective?
Early results from developing
and researching the Webster-
Stratton Incredible Years Teacher
Classroom Management Training
Programme in North West Wales
Judy Hutchings1, Dave Daley2, Karen Jones3, Pam Martin3, Tracey Bywater4and
Rhiain Gwyn5

To continue reading

Request your trial

VLEX uses login cookies to provide you with a better browsing experience. If you click on 'Accept' or continue browsing this site we consider that you accept our cookie policy. ACCEPT