SSS participation prevented a rise in disruptive behavior over the school year that was observed in control students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Treatment schools showed a significantly lower slope of change in teacher-rated disruption than control schools (difference in slope -.004, t = -2.25, p < .028). → Webb 2014

Evidence¶

Webb 2014¶

Webb, L., Villares, E., Carey, J., Wells, C., & Sayer, A. (2014). Results of a Randomized Controlled Trial of Student Success Skills. SREE Fall 2014 Conference. https://eric.ed.gov/?id=ED562995

q3 · i? · causal · r2

HLM analysis of teacher-rated disruption at baseline, 6 weeks, and 30 weeks in the cluster-randomized trial. The summary table reports a Disruption slope difference of "-.004 .002 -2.25 <.028"; the article states SSS "prevented a rise in disruptive behavior over the school year that was observed in Control students."

"Disruption Social Skill Rating System -.004 .002 -2.25 <.028"

Discussion¶

Related Claims¶

• The SSS evaluation used a cluster-randomized design with 4,321 fifth grade students in 235 classrooms across 60 schools, with data collected at baseline, 6 weeks, and 30 weeks — related
• SSS participation increased growth in appropriate assertion in classroom interactions — related
• SSS participation increased growth in cooperation in classroom interactions — related
• SSS participation increased growth in classroom engagement relative to control schools — related
• Participation in the Student Success Skills program reduced the growth of test anxiety over the school year in 5th graders — related
• Teacher-rated bullying and peer rejection rose over four years of elementary school in both SWPBIS and comparison schools — related
• Students in classrooms of coached teachers showed more cooperation, less noncooperation, and fewer socially disruptive behaviors than students in comparison classrooms — related