Initial EF and VS skill levels do not significantly moderate intervention effects on classroom behavior¶

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? Moderation analyses found no evidence that initial EF or VS levels moderated intervention impacts, with a non-significant trend for VS at school entry on learning-related behaviors (b = –0.02, p = .08). → Brock et al. 2018

Evidence¶

Brock et al. 2018¶

Laura L. Brock, William M. Murrah, Elizabeth A. Cottone, Andrew J. Mashburn, and David W. Grissmer. (2018). An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior. International Journal of Behavioral Development, 42(5), 474–484. https://doi.org/10.1177/0165025417738057

q3 · i? · causal · r2

Moderation analyses entered EF and VS skills and their interaction terms in the same model to reduce false-positive risk (N = 87). No significant moderation emerged; the article reports a trend with "b ¼ –0.02, p ¼ .08" and no effect size.

"Our results do not provide evidence for moderation of initial skill levels on interven- tion effect. A trend is noted where VS skills at school entry nearly moderate intervention impacts on learning-related behaviors (b ¼ –0.02, p ¼ .08)."

Discussion¶

Related Claims¶

• The after-school EF/VS intervention showed no direct intent-to-treat effect on teacher-rated classroom behavior composites, with a trend for problem behaviors — related
• Children with lower pre-test executive function and social cognition skills improve more, while attendance, teacher involvement, age and school year do not predict gains — related