Référence bibliographique 
Lavoie, Christine, Couture, Caroline, Bégin, Jean-Yves et Massé, Line. 2017. «The Differentiated Impact of Kangaroo Class Programmes in Quebec Primary Schools: Examining Behavioural Improvements in Relation to Student Characteristics ». Emotional & Behavioural Difficulties, vol. 22, no 3, p. 275-289.
«The aim of this study was to identify, through various standardised assessments, any differences in educational history, behavioural tendencies and family-based characteristics among children having improved or deteriorated behaviour after 2 years’ attending KC [Kangaroo Class] programmes. It would therefore be possible to pinpoint which children tend to most and least benefit from this programme type in order to ultimately elaborate more clear-cut inclusion/exclusion criteria for future KC programmes.» (p. 278)
«The study participants and data were taken from an action research study aimed at assessing the implementation and impact of Quebec’s first KC programme (Couture and Lapalme 2007; Couture and Bégin 2010). […] The final sample consisted of 13 boys and 2 girls. The average age at the first time interval was 9.1 years: 33. 3% of students were from intact nuclear families, 33.3% from reconstituted families and 33.3% from single-parent families. In addition, 27.3% of the families’ annual revenues were under 25,000 dollars, while 36.4% were between 25,000 and 50,000 dollars per year and 36.4% with annual revenues of 50,000 dollars and more.» (p. 279)
Type de traitement des données :
«The study’s findings illustrate definite behavioural modifications for some children in the sample group after 2 consecutive years in the KC programme. Some subjects showed improved behavioural functioning […] while other subjects experienced a decline in behavioural functioning […] according to the scores on standardised questionnaires. These same questionnaires also showed that some students’ […] behaviour did not change by even one-half of one standard deviation over the 2 years spent in KC. Hence, KC does not necessarily yield social or behavioural benefits for all who attend. This leads us to believe that this type of programme, in its actual form, is most effective for children with particular characteristics, and therefore, particular needs. […] These results also suggest that some aspects of KC should be rethought in order to better respond to the needs of students with externalised problems. […] Another element that can be considered as weaker in the actual organisation of KC is the relationship with sutdents’ [sic] families. The fact that, with respect to family-specific factors measured herein, no distinctions were noted between the two subsets of students does not mean that families’ characteristics do not have an impact on children’s adaptation in school. In fact, it is worth noting that no information was collected on home atmosphere, nor on parenting practices that may influence children’s daily lives.» (p. 284-285)