IY TCM shows no significant effects on disruptive behavior or concentration problems¶

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? There were no significant effects of IY TCM on disruptive behavior or concentration problems. → 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

Null findings from the same hierarchical model analyses in the cluster randomized trial; baseline disruptive behavior was low (M=1.77 on a 1-6 scale, "a full standard deviation below mean levels observed in other samples"). No effect size printed; equivalence was not tested.

"However, there were no significant effects of IY TCM on disruptive behavior or concentration problems. The null findings on disruptive behaviors were likely an artifact of the low rates of disruptive behaviors across all classrooms at baseline"

Discussion¶

Related Claims¶

• IY TCM improves elementary students' emotional regulation — related
• IY TCM improves elementary students' social competence — 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 — reports the opposite
• 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 — reports the opposite
• IY TCM intervention teachers were more likely to rate parents in the most adaptive involvement profiles at follow-up compared to control teachers — related
• IY TCM teachers implement higher rates of proactive classroom management strategies over time than control teachers — related
• Progression to more adaptive involvement profiles was more likely in the intervention group and digression more likely in the control group — related
• Students with lower baseline social and academic competence benefited more from IY TCM than similar peers in control classrooms — related
• The IY TCM program showed no significant effects on disruptive behavior or concentration problems in schools already implementing PBIS — possibly the same claim (merge candidate)
• The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14) — related