The differentiated impact of Kangaroo Class programmes in Quebec primary schools: examining behavioural improvements in relation to student characteristics

• Published in: Emotional and behavioural difficulties Vol. 22; no. 3; pp. 275 - 289
• Main Authors: Lavoie, Christine, Couture, Caroline, Bégin, Jean-Yves, Massé, Line
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2017; Taylor & Francis Ltd
• Subjects: Action Research; Antisocial Behavior; Behavior; Behavior Modification; Behavior Problems; Candidates; Child Behavior; Children; Control Groups; Educational Environment; Elementary School Students; Elementary schools; emotional and behavioural difficulties; Emotional Problems; Experimental Groups; Family Influence; Foreign Countries; Intervention; Kangaroo Classes; Mainstreaming; Nurture groups; Parent Surveys; Positive Behavior Supports; primary school developmental programmes; primary schools; Program Effectiveness; Program Evaluation; Questionnaires; Screening Tests; social; Special Education; Statistical Analysis; Student Records; Symptoms (Individual Disorders); Canada; Quebec Canada
• ISSN: 1363-2752; 1741-2692
• DOI: 10.1080/13632752.2017.1335118

Inspired by Nurture Groups, Kangaroo Class (KC) programmes have been gradually expanding in francophone schools throughout the Canadian Province of Quebec. These classes are designed for primary students with social, emotional and behavioural difficulties (SEBDs) and aim to provide children with a nurturing and predictable environment. To date, KC research data show only moderate improvements in attendees' behaviour. The aim of this study is to differentiate the characteristics of children with a positive behavioural trajectory from those with a negative behavioural trajectory after 2 years of attending KC by examining the sample group in light of their prior educational history, family-specific factors and types of SEBDs. Results indicate that the primary school children whose behaviour improved after 2 years attending KC had entered the programme displaying higher levels of adjustment difficulties and a greater incidence of internalising behaviours in contrast to those whose behaviour deteriorated. These preliminary results, although obtained through a very small sample size, might warily suggest that when a KC admission choice must be made between a range of potential programme candidates, selecting children with internalising behaviours over those with externalising behaviours would likely lead to more effective outcomes.