The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a universal classroom management intervention, on the outcomes of children with aggressive behavior in elementary school. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors. Participants included 1,817 students (Grade K to 3) and 105 teachers from nine elementary schools in a large urban Midwestern school district. Teachers were randomly assigned to receive IY TCM or to a wait-list comparison group. The hypotheses were that baseline levels of aggression would moderate the relationship between intervention status and outcomes. Findings indicated the hypothesized moderation effect on several outcome variables; specifically, children with baseline aggression problems who were in IY TCM classrooms had significantly improved math achievement, emotional regulation, prosocial behaviors, and observed aggression in comparison to similar peers in the control classrooms. Implications for practice and future research based on the findings are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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通用课堂管理教师培训计划对具有攻击行为的小学生的影响。

这项研究的目的是研究难以置信的教师课堂管理（IY TCM）的治疗效果，这是一种普遍的课堂管理干预措施，对小学有攻击行为的孩子的结局产生了影响。课堂管理已被证明是升级儿童的攻击行为或减少这些有问题的行为的因素。参与者包括来自中西部一个大型市区学区的9所小学的1,817名学生（3至3年级）和105位老师。随机分配教师接受IY TCM或等待名单比较组。假设是，基线的侵略水平将缓和干预状态与结果之间的关系。研究结果表明了假设的适度对几个结果变量的影响。特别，与控制教室中的同龄人相比，在IY中医教室中有基线侵略问题的孩子在数学成绩，情绪调节，亲社会行为和观察到的侵略性方面有显着提高。讨论了对实践和基于结果的未来研究的意义。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。