Classwide efficacy of insights: Observed teacher practices and student behaviors in kindergarten and first grade

Elise Cappella, Erin E. O’Connor, Meghan P. McCormick, Ashley R. Turbeville, Ashleigh J. Collins, Sandee G. McClowry

Research output: Contribution to journalArticle

Abstract

We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/ reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and firstgrade classrooms (n[1]120) were observed in the fall prior to the intervention and in the spring following the intervention. Multilevel random effects regression models showed an INSIGHTS main effect on observed teacher practices of emotional support from fall to spring. This effect was magnified in first grade. First-grade INSIGHTS classrooms also had higher teacher practices of classroom organization and lower classwide off-task behaviors over the school year compared to first-grade attention-control classrooms. Kindergarten INSIGHTS classrooms improved classwide student engagement from fall to spring compared to kindergarten attention-control classrooms. Grade-level variations are discussed along with implications for future research and practice.

Original languageEnglish (US)
Pages (from-to)217-241
Number of pages25
JournalElementary School Journal
Volume116
Issue number2
DOIs
StatePublished - Dec 2015

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ASJC Scopus subject areas

  • Education

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