An Examination of the Efficacy of INSIGHTS in Enhancing the Academic and Behavioral Development of Children in Early Grades

• In Event: Conceptualizing Classroom Management in Terms of Behavior, Efficacy, Coercion, and Effective Strategies

Abstract

The aim of this group randomized trial was to test the efficacy of INSIGHTS into Children’s Temperament in increasing the academic achievement and sustained attention, and reducing the disruptive behavior problems of low income primary grade children. Twenty-two urban elementary schools were randomly assigned to INSIGHTS or a control condition. Data on 435 students in 122 classrooms were collected at five time points. Children in INSIGHTS experienced significantly faster growth in math and reading achievement and sustained attention. Also, children in INSIGHTS evidenced decreases in behavior problems while children enrolled in the control demonstrated increases. Program effects on achievement were mediated through changes in sustained attention and behavior problems. Results demonstrate that socioemotional intervention supports children at risk.

Authors

• Meghan P. McCormick, New York University

• Sandee G. McClowry, New York University

• Erin E. O'Connor, New York University

• Elise Cappella, New York University