The IY TCM program showed no main effects on standardized reading or math achievement, with only a trend on teacher-rated academic competence¶

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? There were no main effects on standardized reading or math scores; teacher-reported academic competence showed only a non-significant trend favoring IY TCM (b = 0.11, p = 0.074, d = 0.08). → 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

HLM analyses of Woodcock-Johnson III Broad Reading and Broad Math scores and teacher-rated academic competence in the group RCT. The article reports no main effects on standardized scores and a trend on academic competence (b = 0.11, p = 0.074, d = 0.08).

"There were no main effects on standardized reading or math scores. However, teacher-reported academic competence demonstrated a trend favoring students in the IY TCM classroom in comparison to control classrooms (b =0 . 1 1 ,p =0 . 0 7 4 ,d =0 . 0 8 ) ."

Discussion¶

Related Claims¶

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