Treatment reduced the percentage of children in the clinical or borderline range on the SSIS-RS Problem Behavior subscale (SRD = −.186)¶

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 estimate was negative and significant for SSIS-RS Problem Behavior, indicating treatment reduced the percentage of children in the clinical or borderline range. → 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 on SSIS-RS Problem Behavior posttest status in the cluster-randomized trial. The article reports the condition estimate was "negative and significant" with SRD = −.186; the corresponding Social Skills main effect was not significant (p = .109).

"The condition estimate was negative and significant for Problem Behavior, indicating that treatment reduced the percentage of children in the clinical or borderline range (SRD = −.186)."

Discussion¶

Related Claims¶

• BEST in CLASS reduced the percentage of children in the clinical or borderline range on all three C-TRF problem-behavior subscales — related
• The treatment effect on social skills was moderated by a significant Condition × Pretest × State interaction, significant only in State A — related
• Children in the clinical or borderline range at pretest were more likely to remain there at posttest, and this relationship was larger in State B — related
• Substantial proportions of treated children with clinical or borderline pretest scores moved to the normal range at posttest — related
• PTR-YC reduces preschool children's problem behavior more than business-as-usual, as measured by the SSIS problem behavior subscale — related
• PTR-YC reduces preschool children's directly observed challenging behavior more than business-as-usual — 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
• SSIS-CIP produces small-to-medium positive effects on teacher-rated social skills in primary-grade classrooms — related
• SSIS-CIP positively impacts teacher-rated academic motivation and engagement, with a student-level pretest interaction on motivation — related
• SSIS-CIP shows no effects on directly observed positive social behavior or observed engaged time — related