Delayed CSC coaching significantly improved waitlist control teachers' standardized behavior management strategy counts (d = .42)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Waitlist control teachers receiving delayed CSC showed standardized BMS Counts change scores significantly greater than zero, a medium effect. → Dudek et al. 2019

Evidence¶

Dudek et al. 2019¶

Christopher M. Dudek, MEd, Linda A. Reddy, PhD, Adam Lekwa, PhD, Anh N. Hua, PhD, and Gregory A. Fabiano, PhD. (2019). Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching. Assessment for Effective Intervention. https://doi.org/10.1177/1534508418772919

q2 · i2 · causal · r1

Within-group one-sample t test on standardized change scores for 32 waitlist control elementary teachers after the CSC 4 Session Model. The article reports the BMS change score mean of .66 and "t (29) = 2.32, p = .028, d = .42".

"On the contrary, for BMS Counts, the standardized change scores between baseline assessment and postintervention assessment (M = .66, SD = 1.56) were significantly greater than zero, t (29) = 2.32, p = .028, d = .42."

Discussion¶

Related Claims¶

• CSC coaching significantly reduced teachers' need for change in behavior management practices (BMS discrepancy scores, d = .68) — related
• CSC coaching produced no statistically significant improvement in standardized instructional strategy counts — related
• CSC coaching significantly reduced teachers' need for change in instructional practices (IS discrepancy scores, d = .88) — related