PTR-YC increases preschool children's directly observed engaged time more than business-as-usual¶
Claim · All claims
Evidence · 1 study · causalr2·q4·i2medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q4 i2 In an RCT, directly observed engaged time increased significantly more from pretest to posttest for the PTR-YC group than for the BAU group, with a small interaction effect. → Glen Dunlap 2018
Evidence¶
Glen Dunlap 2018¶
Glen Dunlap, Phillip Strain, Janice K. Lee, Jaclyn Joseph, and Nancy Leech. (2018). A Randomized Controlled Evaluation of Prevent-Teach-Reinforce for Young Children. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121417724874
q4 · i2 · causal · r2
Momentary time sampling of three 10-min video samples per child at pre- and posttest in the classroom-level RCT; mixed ANOVA showed a significant time-by-group interaction, "F(1, 151) = 7.56, p = .007", ηp² = .048, with similar pretest engagement and much higher PTR-YC posttest engagement.
"Examining directly observed levels of engaged time revealed a statistically significant interaction effect between time and group, F(1, 151) = 7.56, p = .007, ηp 2 = .048."
Discussion¶
Related Claims¶
- Student engagement ratings were statistically significantly higher in CCT classrooms than in BAU comparison classrooms — related
- PTR-YC reduces preschool children's directly observed challenging behavior more than business-as-usual — related
- PTR-YC increases preschool children's social skills more than business-as-usual, as measured by the SSIS social skills subscale — related
- PTR-YC reduces preschool children's problem behavior more than business-as-usual, as measured by the SSIS problem behavior subscale — related
- Typical early childhood providers implemented PTR-YC with very high fidelity, while BAU classrooms completed almost none of the process steps — related
- Teachers and parents rated PTR-YC as socially valid, finding it acceptable, effective, and unlikely to produce negative side effects — related
- Teachers receiving BEST in CLASS showed higher observed adherence and competence in delivering the intervention practices at posttest than comparison teachers — related
- SSIS-CIP produces small-to-medium positive effects on teacher-rated social skills in primary-grade classrooms — related
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