Effects of the Incredible Years Classroom and Teacher Combined Interventions on Preschool Children’s Self-Regulation and Academic Achievement

Funded by the Institute for Education Sciences, this cluster randomized trial will evaluate the synergistic effects of the child-directed Incredible Years Dinosaur Classroom Prevention Program (IY Dina) paired with teacher training in Incredible Years Teacher Classroom Management (IYT). IY Dina is a universal social-emotional curriculum that trains children in the skills they need for self-regulation, improved school behavior, and enhanced social competence. IYT targets teachers’ use of effective classroom management strategies for building consistent routines, promoting positive relationships, strengthening prosocial behaviors, addressing misbehaviors, and creating a positive learning environment. The combined intervention approach will support successful self-regulation by simultaneously acting on environmental demands and child capacity to bring them into alignment.

The intervention will be evaluated using a matched-pairs cluster randomized design with a sample of 120 NC preK classrooms in four North Carolina counties. Teachers in the intervention classrooms will receive training, materials, and ongoing coaching to implement both IY curricula with fidelity. Teachers in comparison classrooms will be trained in both curricula during the final year of the grant.  Students will be tested at the beginning and end of their pre-kindergarten year to measure their progress on social/emotional functioning, executive functioning and early literacy/achievement. They will be tested again at the end of their kindergarten year to assess maintenance of gains.