PTR-YC reduces preschool children's problem behavior more than business-as-usual, as measured by the SSIS problem behavior subscale¶
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, the PTR-YC group showed a significantly greater pre-to-post reduction in SSIS problem behavior scores than 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
Randomized controlled trial with classroom-level randomization; 169 children in pre-K and Head Start classrooms in two western US states. Mixed ANOVA on SSIS problem behavior showed a significant time-by-group interaction, "F(1, 156) = 10.40, p = .002", with ηp² = .062; posttest means were 27.80 (PTR-YC) vs 29.37 (BAU).
"Comparing study groups on the SSIS problem behavior index revealed a statistically significant interaction effect between time and group, F(1, 156) = 10.40, p = .002. The statistically significant interaction represented a small effect size ( ηp 2 = .062)."
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 directly observed challenging behavior more than business-as-usual — 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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