The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery

By C. Webster-Stratton, W. Reinke, K. Herman, Lori L. Newcomer. 2011

163 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/401f4f84b2274e97cf2506b31838e0d626240441

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. W. Reinke
2. K. Herman
3. Lori L. Newcomer
4. Ze Wang
5. M. Stoolmiller
6. Melissa Stormont

In Developmental and Educational Psychology

1. W. Reinke
2. K. Herman
3. Melissa Stormont
4. Lori L. Newcomer
5. M. Stoolmiller

In Education

1. W. Reinke
2. K. Herman
3. Lori L. Newcomer
4. Kathleen R. King
5. Ze Wang
6. M. Stoolmiller
7. Melissa Stormont

Citations in the corpus

• Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program (2014, background): “IY TCM is principle driven and therefore flexible in adapting to the skill levels and specific classroom experiences of each teacher (Webster-Stratton et al., 2011).”
• Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? (2013, background): “…supports (i.e., clearly identified core components with built-in adaptations, differentiated professional development, contextualized coaching) Webster-Stratton et al. (2011) developed for sustaining the implementation of the IY program with appropriate fidelity are similar to processes…”