The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students in IY TCM classrooms showed significantly reduced emotional dysregulation at post-test relative to control students (d = −0.14). → 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
Group RCT with 105 teachers and 1817 students (K–3) in nine urban schools; three-level HLM on teacher-reported TOCA-C outcomes with pretest and demographics as covariates. The article reports reduced emotional dysregulation (b = −0.15, p < 0.001, d = −0.14) for IY TCM versus control.
"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 ( b = − 0.15, p <0 . 0 0 1 , d = − 0.14) compared to students in the control condition."
Discussion¶
Learner Variables¶
- Emotional Intelligence — outcome: instruction changes it
Related Claims¶
- The IY TCM program increased teacher-reported prosocial behavior and overall social competence (d = 0.13 each) — related
- IY TCM improves elementary students' emotional regulation — possibly the same claim (merge candidate)
- IY TCM improves elementary students' social competence — related
- Teachers who received IY TCM significantly increased their use of proactive classroom management strategies over the year relative to control teachers — related
- 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
- IY TCM shows no significant effects on disruptive behavior or concentration problems — related
- Students with lower baseline social and academic competence benefited more from IY TCM than similar peers in control classrooms — related
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