IY TCM improves elementary students' social competence¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in IY TCM classrooms showed significant improvement in overall social competence compared to control students (b = 0.14, p < .05, E.S. = .13). → Reinke 2014

Evidence¶

Reinke 2014¶

Reinke, W. M., Herman, K. C., & Dong, N. (2014). The Incredible Year Teacher Classroom Management Program: Initial Findings from a Group Randomized Control Trial. SREE Spring 2014 Conference. https://eric.ed.gov/?id=ED563013

q3 · i? · causal · r2

Analysis of the T-COMP total social competence score in the cluster randomized trial of K-3 classrooms; the article reports "social competence (b = 0.14, p < .05, E.S. = .13)" favoring intervention students, printing an effect size of E.S. = .13 with no standardized metric, so impact is coded null.

"social competence (b = 0.14, p < .05, E.S. = .13) compared to students in the control condition"

Discussion¶

Learner Variables¶

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

Related Claims¶

• IY TCM improves elementary students' emotional regulation — related
• IY TCM shows no significant effects on disruptive behavior or concentration problems — related
• IY TCM teachers implement higher rates of proactive classroom management strategies over time than 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
• Students with lower baseline social and academic competence benefited more from IY TCM than similar peers in control classrooms — a narrower finding that bears on this claim
• The IY TCM program increased teacher-reported prosocial behavior and overall social competence (d = 0.13 each) — possibly the same claim (merge candidate)
• The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14) — related