The treatment effect on social skills was moderated by a significant Condition × Pretest × State interaction, significant only in State A¶

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? For SSIS-RS Social Skills, the Condition × Pretest interaction was significant in State A (z = −2.104, p = .035), with a significant condition effect for children in the clinical or borderline range at pretest (SRD = −.277); it was not significant in State B. → Conroy 2018

Evidence¶

Conroy 2018¶

Conroy, M. A., Sutherland, K. S., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS. AERA Open. https://doi.org/10.1177/2332858417750376

q3 · i? · causal · r2

Simple-interaction decomposition of the significant three-way Condition × Pretest × State interaction on SSIS-RS Social Skills in the cluster-randomized trial. In State B the simple interaction was not significant, though the condition effect there was significant (SRD = −.161).

"A simple interaction analysis resulted in a significant Condition × Pretest interaction for State A (z = −2.104, p = .035), with a significant condition effect for children in the clinical or borderline range at pretest (z = −3.112, p = .002, SRD = −.277)."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — moderator: an instructional effect differs with it

Related Claims¶

• BEST in CLASS reduced the percentage of children in the clinical or borderline range on all three C-TRF problem-behavior subscales — related
• Treatment reduced the percentage of children in the clinical or borderline range on the SSIS-RS Problem Behavior subscale (SRD = −.186) — related
• Substantial proportions of treated children with clinical or borderline pretest scores moved to the normal range at posttest — related
• Children in the clinical or borderline range at pretest were more likely to remain there at posttest, and this relationship was larger in State B — related
• PTR-YC increases preschool children's social skills more than business-as-usual, as measured by the SSIS social skills subscale — related
• BEST in CLASS significantly increased teachers' observed use of rules, precorrection, opportunities to respond, behavior-specific praise, corrective feedback, and instructive feedback with focal children — related
• SSIS-CIP effects on teacher-rated outcomes are moderated by class-level pretest, favoring lower-pretest classrooms — related