A teacher classroom behavior management training program improved classroom management and student social and academic outcomes

This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects on student behavior and academic outcomes. In addition, mediation analyses examined a hypothesized putative mechanism for observed academic outcomes. Findings indicated that CHAMPS improved teacher ratings of student concentration problems (d = −0.18) and classwork completion (d = 0.18), observed student time-on-task (d = 0.16), and student scores on broad English (d = 0.14), and math problem solving (d = 0.17) academic achievement tests. Null effects were observed for student prosocial and disruptive behaviors and self-regulation skills as well as reading comprehension and broad math achievement performance. Main effects on the English achievement test scores were partially mediated by student improvements in observed time-on-task. Practical significance of the findings and implications for schools and policymakers are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

.