Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.

By C. Webster-Stratton, M. Jamila Reid, M. Stoolmiller. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2008

921 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/18b0e8522ef9aba48c2ba3e741d554cf474a2ca0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. L. Liebenberg
2. L. Theron
3. Kirstin Stauffacher
4. M. Ungar
5. W. Reinke
6. G. Connelly
7. K. Herman
8. H. Bassett

In Education

1. H. Bassett
2. W. Reinke
3. K. Herman
4. Kirstin Stauffacher
5. Lori L. Newcomer
6. Chavaughn Brown
7. L. Liebenberg
8. M. Ungar

Citations in the corpus

• Social determinants of mental health (2014, positive): “The High/Scope Perry Preschool Project, the Nurse – Family Partnership and the Incredible Years series have helped improve children ’ s educational achievement, economic success, and mental health outcomes in later life (Kitzman et al., 2010; Schweinhart, 2006; Webster-Stratton et al., 2008).”
• Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale (2010, background): “In fact, many students experience orientations toward learning in which emotion is labeled and treated as a disorder (e.g., Webster-Stratton, 2008) or at the very least ‘‘a distraction . . . to be contended with’’ (Dewey, 1944, p. 141).”
• How Schools Enhance the Development of Young People’s Resilience (2019, background): “A multisystemic, coordinated approach to building resilience may be more effective than a program that is just school specific (Bierman et al. 2008; Webster-Stratton et al. 2008).”
• “Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “All these programs work to effect change in all, or a combination, of children’s self- and social awareness, self-management, relationship skills, and responsibility in a school setting (although some have parent components as well; see Webster-Stratton et al., 2008).”
• Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? (2013, background): “Appropriate data analysis should take this into account and consider that fidelity measures are collected at the group/teacher level whereas outcome measures are collected at the student level (Webster-Stratton et al., 2008).”
• An Examination of the Efficacy of Insights in Enhancing the Academic and Behavioral Development of Children in Early Grades. (2014, positive): “Similarly, efficacy trials of the Incredible Years Program, a comprehensive intervention designed to promote social competence and reduce disruptive behavior, also evidenced positive impacts on children’s early school readiness skills (Webster-Stratton et al., 2008).”
• An intervention for relational and physical aggression in early childhood: A preliminary study (2009, positive): “Teachers did not receive additional training as part of the intervention, but consistent with prior programs (Webster-Stratton et al., 2008) were encouraged to praise children verbally for following the weekly steps/skills both in the classroom and on the playground.”