Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems (b = –.19) and communication arts outcomes (b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

中文翻译：

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普遍课堂管理干预对有行为问题或有行为问题风险的中学生的影响

在学校实施的普遍干预措施有可能对大量学生的行为和学业成果产生影响。在一项大型随机对照试验的背景下，当前的研究检查了教师在基线时感知到的学生对行为支持计划的需求是否会缓和中学普遍课堂管理培训计划 CHAMPS（代表对话、帮助、活动）的影响、运动、参与和成功，关于学生成绩。我们假设，在基线时被教师确定为需要行为支持计划的 CHAMPS 班级学生，与非 CHAMPS 班级的可比青年相比，他们在年终的行为和学业成绩方面会有更大的改善。结果表明基线教师感知的学生行为支持需要调节一些干预结果；特别是，与对照组教室中的高危青少年相比，CHAMPS 教室中的高危青少年在注意力问题 (b = –.19) 和交流艺术成果 (b = .13) 方面有所改善。讨论了这些发现和未来研究的意义。