The IY TCM program showed no significant effects on disruptive behavior or concentration problems in schools already implementing PBIS¶

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 significant intervention effects on teacher-reported disruptive behavior or concentration problems. → 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

Null findings from the three-level HLM main-effect analyses of the group RCT on teacher-reported TOCA-C subscales; equivalence was not tested. The article reports no significant effects for these two outcomes.

"There were no significant effects for disruptive behavior or concentration problems."

Discussion¶

Related Claims¶

• IY TCM shows no significant effects on disruptive behavior or concentration problems — possibly the same claim (merge candidate)
• 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
• 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