Getting a Good Start in School: Differential Effects of INSIGHTS on the Behaviors and Engagement of Children With Challenging Temperaments

• In Event: 33.050 - Inquiring Into Classroom Management: Diverse Views and Approaches

Abstract

This study investigated the efficacy of INSIGHTS in supporting low-income primary school students with high maintenance temperaments. Participants included N = 435 children from 22 urban elementary schools that were randomly assigned to INSIGHTS or a supplemental reading program. Sixty-nine children had a high maintenance temperament. Individual growth modeling showed that children with high maintenance temperaments in INSIGHTS evidenced faster reductions in disruptive behavior problems and off-task behaviors across kindergarten and first grade than their peers in the supplemental reading program. They also had lower overall levels of both disruptive behaviors and off-task behaviors and higher levels of behavioral engagement than children in the comparison. The intervention effects were partially mediated through improvements in their relationships with their teachers.

Authors

• Sandee G. McClowry, New York University

• Meghan P. McCormick, MDRC

• Erin E. O'Connor, New York University

• Elise Cappella, New York University