CBC's benefit for teacher-reported social skills is greater for dyads with average or low congruent communication, with no significant CBC effect at high congruence¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i0–i3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 At low congruent communication, the CBC effect on teacher-reported social skills was significant with d = 0.82. → S. Andrew Garbacz 2015 q3 i2 At average congruent communication, the CBC effect on teacher-reported social skills was significant with d = 0.40. → S. Andrew Garbacz 2015 (2) q3 i0 At high congruent communication, there was no significant CBC effect on teacher-reported social skills (d = 0.01). → S. Andrew Garbacz 2015 (3)

Evidence¶

S. Andrew Garbacz 2015¶

S. Andrew Garbacz, Susan M. Sheridan, Natalie A. Koziol, Kyongboon Kwon, Shannon R. Holmes. (2015). Congruence in Parent–Teacher Communication: Implications for the Efficacy of CBC for Students With Behavioral Concerns. School Psychology Review, 44(2), 150–168. https://www.nasponline.org/publications/periodicals/spr

q3 · i3 · causal · r2

Pick-a-point simple-effects follow-up of the significant three-way interaction, evaluated at 1 SD above the sample distance mean (low congruence) with Bonferroni-Holm adjustment. The article prints an effect size of d = 0.82 for the CBC effect at low congruence; teacher-reported social skills increased for the CBC group but not controls.

"Likewise, for low congruent communication, there was a significant CBC effect ( /H9252ˆ /H110058.14, SE /H110052.43, p /H11005.001, pBH /H11005.003, d /H110050.82)."

S. Andrew Garbacz 2015 (2)¶

S. Andrew Garbacz, Susan M. Sheridan, Natalie A. Koziol, Kyongboon Kwon, Shannon R. Holmes. (2015). Congruence in Parent–Teacher Communication: Implications for the Efficacy of CBC for Students With Behavioral Concerns. School Psychology Review, 44(2), 150–168. https://www.nasponline.org/publications/periodicals/spr

q3 · i2 · causal · r2

Simple-effects follow-up at the sample distance mean (average congruence). The article prints an effect size of d = 0.40; teacher-reported social skills increased significantly for the CBC group but not the control group at this level.

"For average congruent communication, there was a significant CBC effect (/H9252ˆ /H110054.00, SE /H110051.71, p /H11005.021, pBH /H11005 .042, d /H110050.40)"

S. Andrew Garbacz 2015 (3)¶

S. Andrew Garbacz, Susan M. Sheridan, Natalie A. Koziol, Kyongboon Kwon, Shannon R. Holmes. (2015). Congruence in Parent–Teacher Communication: Implications for the Efficacy of CBC for Students With Behavioral Concerns. School Psychology Review, 44(2), 150–168. https://www.nasponline.org/publications/periodicals/spr

q3 · i0 · causal · r2

Simple-effects follow-up at 1 SD below the sample distance mean (high congruence). The article prints d = 0.01 and no significant CBC effect; both CBC and control groups improved significantly over time at this level.

"For high congruent communication, there was no significant CBC effect ( /H9252ˆ /H11005– 0.14, SE /H110052.46, p /H11005.954, pBH /H11005.954, d /H110050.01)."

Discussion¶

Related Claims¶

• Average parent–teacher congruent communication significantly moderates CBC's effect on teacher-reported children's social skills in a randomized trial of children with behavioral concerns — a broader claim this one bears on
• Time-varying (within-dyad) congruent communication does not moderate the CBC effect on teacher-reported social skills — related
• Congruent communication does not moderate CBC's effect on parent-reported children's social skills — related