IY TCM teachers implement higher rates of proactive classroom management strategies over time than control teachers¶

Claim · All claims
Evidence · 2 studies · 2 causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Intervention teachers were more likely to implement higher levels of proactive classroom management strategies than control teachers over time (Wilks's λ = .89, F(3, 97) = 4.22, p < .01, K2 = .12). → Reinke 2014

q3 i2 Repeated-measures ANOVA on direct observations showed IY TCM teachers used more proactive strategies over time than control teachers (Wilks' λ = 0.89, F(3, 97) = 4.22, p < 0.01, η² = 0.12). → Wendy M. Reinke & Keith C. Herman & Nianbo Dong 2018

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 · i2 · causal · r2

Two-way repeated measures ANCOVA on direct observations (BCIO-R via MOOSES) at four time points across the year; the article reports "Wilks's λ = .89, F(3, 97) = 4.22, p < .01, K2 = .12" favoring intervention teachers, with a printed effect size of K2 = .12.

"teachers in the intervention were more likely to implement higher levels of proactive classroom management strategies than control teachers over time; Wilks's λ = .89, F(3, 97) = 4.22, p < .01, K2 = .12"

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 · i2 · causal · r2

Direct classroom observations at four time points (October, December, February, April) in both conditions. The article reports a significant group difference (Wilks' λ = 0.89, F(3, 97) = 4.22, p < 0.01, η² = 0.12) favoring IY TCM teachers.

"The results of a repeated measures ANOV A revealed a statistically significant difference between IY TCM and con- trol teachers, indicating that IY TCM teachers used more pro- active strategies over time in comparison to control teachers (Wilks’ λ =0 . 8 9 ,F(3, 97) = 4.22, p <0 . 0 1 ,η2 =0 . 1 2 )"

Discussion¶

Related Claims¶

• IY TCM improves elementary students' social competence — related
• IY TCM shows no significant effects on disruptive behavior or concentration problems — related
• IY TCM improves elementary students' emotional regulation — 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
• The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14) — related
• Coached teachers were observed to use significantly more proactive behavior management and greater anticipation of and responsiveness to student problems than comparison teachers — related