Manualized COMP programs and other classroom management approaches do not differ significantly in effectiveness¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2011 · checked against its sources 2026-10-07 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? A posthoc inverse-variance weighted Qbetween comparison found no statistically significant difference between mean effect sizes of COMP studies (ES=.75) and other classroom management studies (ES=.88, ICC=.05; ES=.66, ICC=.10). → Oliver 2011
Evidence¶
Oliver 2011¶
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. https://www.sree.org. doi:10.4073/csr.2011.4
q3 · i? · quant-synthesis · r2
Posthoc moderator analysis comparing the 7 studies using the Classroom Organization and Management Program (COMP) with other studies. COMP studies produced a statistically significant ES=.75 (p =.00), but the between-group comparison was non-significant; equivalence was not tested.
"Based on the random effects analysis, differences between mean effect sizes were not statistically significant for either ICC=.05 (Qbetween = .38, df = 1, p = .54) or ICC=.10 (Qbetween = .07, df = 1, p = .54)."
Discussion¶
Related Claims¶
- Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05) — a broader claim this one bears on
- Effect sizes across classroom management studies are homogeneous, with no significant moderator variability — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comp-no-different-from-other-classroom-management |
title |
Manualized COMP programs and other classroom management approaches do not differ significantly in effectiveness |
description |
Manualized COMP programs and other classroom management approaches do not differ significantly in effectiveness |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
source_checked |
2026-10-07 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — oliver-2011 |
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