SCI-A classrooms delivered significantly more core social content and evidence-based instructional practices than BAU settings, which spent most time in nonsocial instruction¶

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? SCI-A implementers more frequently delivered specific social concepts (e.g., speaker skills, emotional range) and instructional techniques (specific verbal feedback, modeling, practice opportunities) than BAU teachers, with all instructional components differing significantly. → Stichter 2018 q3 i? BAU teachers were more frequently engaged in nonsocial/undefined instructional time (M = 0.797 vs 0.070 for SCI-A). → Stichter 2018

Evidence¶

Stichter 2018¶

Stichter, J. P., Herzog, M. J., Kilgus, S. P., & Schoemann, A. M. (2018). Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes. Behavior Modification, 42(1), 84-107 (published online 2017). https://doi.org/10.1177/0145445517698654

q3 · i? · causal · r2

Direct-observation fidelity-of-core-components coding (partial interval, minimum ten 15-min observations per setting; interobserver agreement 93.3%–99.3%) compared SCI-A and BAU instruction. All components differed significantly; e.g., specific verbal feedback t(1,036) = 19.88, p < .001, and BAU nonsocial time M = 0.797 vs 0.070.

"SCI-A teachers utilized more specific verbal feedback about students’ social knowledge and performance (SCI-A: M = 0.096, BAU: M = 0.008), t(1,036) = 19.88, p < .001."

Discussion¶

Related Claims¶

• SCI-A and BAU showed no significant differences on most SRS-2 subscales at postintervention, with BAU significantly better on Social Cognition (d = 0.31) — related
• Teachers implemented the PACT components with generally high fidelity, and PACT elements appeared only at low rates in comparison classrooms — related
• Teachers receiving BEST in CLASS showed higher observed adherence and competence in delivering the intervention practices at posttest than comparison teachers — related
• FSIQ significantly moderated SCI-A response only on communication, where lower-FSIQ students did better in SCI-A than in BAU and higher-FSIQ students did worse — related
• VIQ moderated SCI-A response: lower-VIQ students benefited on communication, while higher-VIQ students showed worse outcomes on social cognition, communication, and motivation — related
• Typical early childhood providers implemented PTR-YC with very high fidelity, while BAU classrooms completed almost none of the process steps — related