Effects of a Universal Classroom Management Intervention on Middle School Students with or at Risk of Behavior Problems
| Title: | Effects of a Universal Classroom Management Intervention on Middle School Students with or at Risk of Behavior Problems |
|---|---|
| Language: | English |
| Authors: | Sinclair, James, Herman, Keith C., Reinke, Wendy M., Dong, Nianbo, Stormont, Melissa |
| Source: | Remedial and Special Education. Jan-Feb 2021 42(1):18-30. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A130143 R305B150028 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Classroom Techniques, Intervention, Middle School Students, At Risk Students, Behavior Problems, Student Behavior, Teacher Student Relationship, Program Effectiveness, Program Implementation, Learner Engagement |
| DOI: | 10.1177/0741932520926610 |
| ISSN: | 0741-9325 |
| Abstract: | Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems (b = -0.19) and communication arts outcomes (b = 0.13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | EJ1281628 |
| Database: | ERIC |
| ISSN: | 0741-9325 |
|---|---|
| DOI: | 10.1177/0741932520926610 |
| Published in: | Remedial and Special Education |
| Language: | English |