Distributional moderation analysis indicates the average disruptive behavior decrease is moderated by students' race, and the special education moderation is located in the chance of showing no disruptive behavior rather than in the means¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The average decrease in disruptive behavior is moderated by students' race, and the moderation effect of special education status seen in the traditional analysis is located not in the means but in the chance of showing no disruptive behavior patterns at all. → Wiedermann 2025

Evidence¶

Wiedermann 2025¶

Wiedermann, W., Reinke, W. M., & Herman, K. C. (2025). Distributional moderation analysis: Unpacking moderation effects in intervention research. Journal of School Psychology, 108. https://doi.org/10.1016/j.jsp.2024.101399

q3 · i? · causal · r2

Distributional moderation analysis of the IY TCM cluster-randomized trial using moderated GAMLSS with race, special education status, and free/reduced lunch status as moderators. The article reports the average decrease "is moderated by students’ race" and that the special education moderation lies in the chance of showing no disruptive behavior patterns. No effect size is printed in the available text.

"In addition, distributional moderation analysis suggests that thisaverage decrease is moderated by students’ race and that the moderation effect of special education status initially seen in the traditionalanalysisisnotlocatedinthemeans,butinthechancetoshownodisruptivebehavior patterns at all."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it

Related Claims¶

• Distributional re-analysis of the IY TCM trial reveals a general decrease in average disruptive behavior for at-risk students that the traditional mean-focused analysis did not detect — related
• Single-case effects of self-management interventions are moderated by student race and special education status, with more pronounced effects for African American students and students receiving special education services — related
• IY TCM shows no significant effects on disruptive behavior or concentration problems — reports the opposite
• The IY TCM program showed no significant effects on disruptive behavior or concentration problems in schools already implementing PBIS — related