A pilot randomized control trial (RCT) was conducted to examine the fidelity, effectiveness, and acceptability of the Incredible Years Self-Administered Teacher Classroom Management (SATCM) program with coaching (n = 13) compared to a Book + Activity comparison group (n = 11) for 24 teachers who were identified as “at-risk” for experiencing classroom management challenges. Six remote treatments sessions were delivered biweekly over 12-weeks (~36 hours) during the COVID-19 pandemic. Throughout the process, nine participants (28%) dropped out of the study (SATCM: n = 5, Book +Activity: n = 4). Results from the research did not indicate a significant difference between groups; however, they did unexpectedly reveal similarly higher levels of improvements within fidelity, effectiveness, and acceptability for both an expensive SATCM program with coaching compared to a more cost-effective Book + Activity comparison group. Additionally, post-test interviews with SATCM group teachers indicated improvements in classroom behavior and a preference for the SATCM program over other programs. This small RCT pilot study is the first to exclusively examine the SATCM program with coaching compared to a Book + Activity comparison group for teachers who presented as at-risk for poor classroom management. Findings provide initial evidence that self-administered interventions that are systematic, sustained over time, and require active learning components may be an effective way to improve teacher outcomes. Additionally, findings emphasize the need to have accessible self-administered professional development TCM trainings as a part of a cost-effective tiered approach to support teachers who struggle with effective TCM strategies.
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