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¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2025 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? A traditional mean-focused analysis suggested the intervention reduced students' average disruptive behavior only for students receiving special education, whereas distributional treatment effect analysis revealed a general decrease in average disruptive behavior for at-risk students. → 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 · r?
Re-analysis of data from a large-scale cluster-randomized trial of the Incredible Years Teacher Classroom Management program, modeling students' post-treatment disruptive behavior with inflated GAMLSS. The article reports that distributional treatment effects reveal "a general decrease in the average disruptive behavior for at-risk students", which the traditional mean-focused analysis did not show. No effect size is printed for this finding.
"Although a traditional mean-focused analysis suggests that the intervention reduced students’ average disruptive behavior only for students receiving special education, an evaluation of distributional treatment effects reveals a general decrease in the average disruptive behavior for at-risk students."
Discussion¶
Related Claims¶
- 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 — related
- SWPBIS effects on discipline referrals and school services tended to be greatest among children rated at-risk or high-risk at baseline — related
- IY TCM improves elementary students' emotional regulation — related
- IY TCM improves elementary students' social competence — related
- IY TCM shows no significant effects on disruptive behavior or concentration problems — reports the opposite
- IY TCM teachers implement higher rates of proactive classroom management strategies over time than control teachers — related
- The IY TCM program showed no significant effects on disruptive behavior or concentration problems in schools already implementing PBIS — related
- The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14) — related
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