The IY TCM program increased teacher-reported prosocial behavior and overall social competence (d = 0.13 each)¶

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

Subclaims¶

q3 i? Students in IY TCM classrooms showed significant improvement in teacher-reported prosocial behavior (d = 0.13) and overall social competence (d = 0.13) relative to control students. → Wendy M. Reinke & Keith C. Herman & Nianbo Dong 2018

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

Three-level HLM analyses of the group RCT (105 teachers, 1817 students) on teacher-reported outcomes, controlling for pretest and demographics. The article reports prosocial behavior (b = 0.14, p = 0.038, d = 0.13) and social competence (b = 0.14, p = 0.032, d = 0.13) favoring IY TCM.

"Main effect analyses demonstrated that students in IY TCM showed significant improvement on teacher-reported prosocial behavior ( b = 0.14, p = 0.038, d = 0.13), overall social competence ( b = 0.14, p = 0.032, d = 0.13 ), and reduced emotional dysregulation"

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Students with lower baseline social and academic competence benefited more from IY TCM than similar peers in control classrooms — related
• IY TCM improves elementary students' social competence — possibly the same claim (merge candidate)
• IY TCM improves elementary students' emotional regulation — related
• The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14) — related