Effects of the Incredible Years Classroom and Teacher Combined Intervention on Preschool Children's Self Regulation and Academic Achievement

This project will evaluate the synergistic effects of the child-directed Incredible Years Dinosaur Classroom Prevention Program (IY Dina) and teacher training in Incredible Years Teacher Classroom Management (IYT) on classroom climate and subsequent child social-emotional functioning, executive functioning, and early academic skills. The study will involve approximately 120 NC PreK classrooms in four counties in North Carolina. Approximately 1200 preschool children from 120 classrooms will enter the study in two cohorts during preschool and will be followed up in kindergarten.

IY Dina, a universal social-emotional curriculum based in cognitive social learning theory, will be combined with evidence-based IYT training, supported by classroom coaching throughout the school year. IY Dina trains children in skills to assist in self-regulation, improve school behavior, and enhance social competence. IYT targets teachers’ use of effective classroom management strategies for building consistent routines, promoting positive relationships, strengthening prosocial behaviors, and addressing misbehaviors. This combined intervention approach will support successful self-regulation by simultaneously acting on environmental demands and child capacity to bring them into alignment.

FPG Project Staff:
Desiree W. Murray, Principal Investigator
Funding Agency: Duke University
Funding Period: 07/01/2015 - 06/30/2017
Award Amount: $59,826