PTR-YC reduces preschool children's directly observed challenging behavior 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
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i2 In an RCT, directly observed challenging behavior decreased 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 the same video samples in the classroom-level RCT; mixed ANOVA on challenging behavior showed a significant time-by-group interaction, "F(1, 150) = 6.19, p = .014"; the article identifies a small effect size (ηp² = .040) for this interaction analysis.
"Results specific to directly observed levels of challenging behavior revealed a statistically interaction effect between time and group, F(1, 150) = 6.19, p = .014. Table 1 presents the means and standard deviations for both groups at pre and post, and Figure 4 graphically represents the interaction between time and group."
Discussion¶
Related Claims¶
- PTR-YC increases preschool children's directly observed engaged time 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
- Teachers and parents rated PTR-YC as socially valid, finding it acceptable, effective, and unlikely to produce negative side effects — related
- Treatment reduced the percentage of children in the clinical or borderline range on the SSIS-RS Problem Behavior subscale (SRD = −.186) — related
- SSIS-CIP produces small-to-medium positive effects on teacher-rated social skills in primary-grade classrooms — related
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