Students with lower baseline social and academic competence benefited more from IY TCM than similar peers in control classrooms¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pre-test social competence moderated the treatment effect (b = −0.09, p = 0.04): students lower at pre-test in intervention classrooms showed greater increases in social competence than similar control peers. → Wendy M. Reinke & Keith C. Herman & Nianbo Dong 2018 q3 i? Pre-test academic competence moderated the treatment effect (b = −0.08, p < 0.001): students lower at pre-test in intervention classrooms showed greater increases in academic competence than similar control peers. → Wendy M. Reinke & Keith C. Herman & Nianbo Dong 2018 (2)

Evidence¶

Wendy M. Reinke & Keith C. Herman & Nianbo Dong 2018¶

Wendy M. Reinke & Keith C. Herman & Nianbo Dong. (2018). The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial. Prevention Science. https://doi.org/10.1007/s11121-018-0932-3

q3 · i? · causal · r2

Multi-level moderation analysis in the group RCT using treatment-by-pretest interaction terms in three-level HLM models. The article reports a significant social competence moderation (b = −0.09, p = 0.04).

"Overall social competence was moderated by pre-test levels of social competence ( b = − 0.09, p = 0.04), indicating that students with lower social competence at pre-test who were in intervention classrooms demonstrated greater increases in social competence over time in comparison to similar peers in control classrooms."

Wendy M. Reinke & Keith C. Herman & Nianbo Dong 2018 (2)¶

Wendy M. Reinke & Keith C. Herman & Nianbo Dong. (2018). The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial. Prevention Science. https://doi.org/10.1007/s11121-018-0932-3

q3 · i? · causal · r2

Moderation analysis of teacher-rated academic competence in the same HLM framework. The article reports a significant pre-test by intervention interaction (b = −0.08, p < 0.001).

"Similarly, students with lower levels of academic competence at pre-test demonstrated greater increases in academic competence over time in comparison to similar peers in the control classrooms (b = − 0.08, p <0 . 0 0 1 ) ."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — moderator: an instructional effect differs with it

Related Claims¶

• IY TCM improves elementary students' social competence — a broader claim this one bears on
• The IY TCM program increased teacher-reported prosocial behavior and overall social competence (d = 0.13 each) — related
• IY TCM shows no significant effects on disruptive behavior or concentration problems — related
• The IY TCM program showed no main effects on standardized reading or math achievement, with only a trend on teacher-rated academic competence — related
• The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14) — related