"This study examined the transportability of the Incredible Years Teacher Classroom Management (IYTCM) Training program, with a focus on changes in personal implementer factors. Personal implementer factors are the personal characteristics (e.g., individual beliefs, perceptions) of those who serve as the primary implementers of interventions. Dependent measures included preschool teacher-reported use and perceptions of classroom management strategies, observed preschool teacher-use of classroom management strategies, preschool teachers' classroom management self-efficacy, preschool teachers' self-reported attitudes towards adopting evidence-based practices, and preschool teachers' perceptions of implementation barriers. Using a single-group design, preschool teachers (N=17) participated in six IYTCM group training across a six-month period. Data collection occurred at pre-, mid- and post-intervention time points. Linear mixed model (LMM) analyses were used to determine intervention effects on participating preschool teachers' perceptions and behaviors. Generalized linear mixed model (GLMM) analyses were used to examine the relationship between changes in beliefs and changes in participating preschool teachers' use of classroom management strategies. Finally, descriptive statistics and LMMs were used to evaluate participating preschool teachers' perceptions of barriers to implementing behavioral interventions. With regards to preschool teachers' perceptions, only participants' perceptions of implementation barriers were found to significantly decrease over the intervention period. Results also suggest that participating preschool teachers' observed use of positive and negative classroom management strategies did not significantly change over the course of the intervention period. Finally, changes in participating preschool teacher beliefs were not found to relate to changes in their classroom management strategy use. These results are discussed in relation to the transportability of the IYTCM to real-world contexts, as well as limits associated with implementation barriers (i.e., small sample size)."--Pages ii-iii.
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