BEST in CLASS reduced the percentage of children in the clinical or borderline range on all three C-TRF problem-behavior subscales¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The condition effect was significant and negative for Externalizing, Internalizing, and Total Problems, with averaged SRDs of −.119, −.194, and −.173. → Conroy 2018

Evidence¶

Conroy 2018¶

Conroy, M. A., Sutherland, K. S., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS. AERA Open. https://doi.org/10.1177/2332858417750376

q3 · i? · causal · r2

Logistic regression analysis of posttest status from a multisite cluster-randomized trial (230 treatment, 232 comparison children). The article reports the condition effect was "significant and negative" on all three C-TRF subscales, with SRD effect sizes of −.119, −.194, and −.173 for Externalizing, Internalizing, and Total Problems.

"For all three C-TRF subscales, the effect of condition was significant and negative, indicating that the BEST in CLASS intervention reduced the percentage of children in the clinical or borderline range."

Discussion¶

Related Claims¶

• Substantial proportions of treated children with clinical or borderline pretest scores moved to the normal range at posttest — a narrower finding that bears on this claim
• The treatment effect on social skills was moderated by a significant Condition × Pretest × State interaction, significant only in State A — related
• PBIS implementation is associated with significant pre-to-post reductions in externalizing and total problem behaviors of students with ED in self-contained settings — related
• First Step to Success has positive effects on external behavior for children at risk for emotional disturbance (average improvement index +28) — related
• First Step to Success shows potentially positive but not statistically significant effects on emotional/internal behavior (effect size 0.26) — related
• Treatment reduced the percentage of children in the clinical or borderline range on the SSIS-RS Problem Behavior subscale (SRD = −.186) — related
• BEST in CLASS significantly increased teachers' observed use of rules, precorrection, opportunities to respond, behavior-specific praise, corrective feedback, and instructive feedback with focal children — related
• BEST in CLASS raised teacher self-efficacy on all four TEBS subscales, with the Maintaining Positive Classroom Climate effect larger for teachers with lower pretest self-efficacy — related