Parent and teacher ratings of externalizing problem behaviour decreased from pre to post in both intervention and control groups, with no other significant effects¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A repeated measures ANOVA on parent and teacher SSRS external problem scores showed a significant effect of time, F(1, 59) = 10.87, p = .005, indicating a general reduction in problem scores in both conditions. → Koposov 2014

Evidence¶

Koposov 2014¶

Koposov, R., Gundersen, K. K. & Svartdal, F. (2014). Efficacy of Aggression Replacement Training among Children from North-West Russia. International Journal of Emotional Education, 6(1), 14-24. https://www.um.edu.mt/cres/ijee

q2 · i? · causal · r2

Repeated measures ANOVA of parent and teacher SSRS external problem scores in the Russian ART evaluation. Problem behaviour decreased in both ART and control groups; only the F statistic is printed, no effect size.

"The ANOVA indicated a significant effe ct of time, F (1, 59) = 10.87, p = .005, indicating a gen eral reduction in problem scores from pre- to post assessment. No other significant effects were observed (Figure 5)."

Discussion¶

Related Claims¶

• The authors report possible diffusion of treatment from ART participants to control children in high-interaction settings, threatening internal validity but indicating a potential positive side-effect — related
• Parent and teacher ratings of social competence improved markedly from pre to post in both ART and control groups, with no differences between the groups — related
• The 30-hour ART programme is associated with a significant increase in children's self-reported overall social competence, with no change in the control group — related