Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children

• In Event: Exploring Different Perspectives in Classroom Management

Abstract

This study investigated the impacts of INSIGHTS into Children’s Temperament on instructional support and math and reading skills in kindergarten and first grade classrooms with high levels of student shyness. INSIGHTS is a temperament-based intervention with teacher, parent, and classroom programs. 22 urban elementary schools (randomly assigned to INSIGHTS vs. comparison group), 90 teachers, and 435 children enrolled in the study. Multi-level modeling demonstrated larger impacts of INSIGHTS on instructional support in first grade classrooms with high levels of student shyness. Analyses also showed larger impacts of INSIGHTS on math skills for students in classrooms with high levels of shyness. Results suggest the importance of considering temperament at the classroom-level when implementing temperament-based intervention.

Authors

• Meghan P. McCormick, MDRC

• Hope White, New York University

• Elizabeth Parham Horn, New York University

• Rachel Stephanie Lacks, New York University

• Erin E. O'Connor, New York University

• Elise Cappella, New York University

• Sandee G. McClowry, New York University