Time-varying (within-dyad) congruent communication does not moderate the CBC effect on teacher-reported social skills¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Time × Group × Time-varying congruence interaction was not significant for teacher-reported social skills. → S. Andrew Garbacz 2015

Evidence¶

S. Andrew Garbacz 2015¶

S. Andrew Garbacz, Susan M. Sheridan, Natalie A. Koziol, Kyongboon Kwon, Shannon R. Holmes. (2015). Congruence in Parent–Teacher Communication: Implications for the Efficacy of CBC for Students With Behavioral Concerns. School Psychology Review, 44(2), 150–168. https://www.nasponline.org/publications/periodicals/spr

q3 · i? · causal · r2

Model result decomposing congruence via group-mean centering into time-varying (within-dyad) and average (between-dyad) components. Only the average component moderated; the time-varying interaction was non-significant with no printed effect size.

"whereas time-varying congruent communication did not moderate the CBC effect ( /H9252ˆ /H11005 –2.92, SE /H110054.84, p /H11005.548)"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Average parent–teacher congruent communication significantly moderates CBC's effect on teacher-reported children's social skills in a randomized trial of children with behavioral concerns — related
• CBC's benefit for teacher-reported social skills is greater for dyads with average or low congruent communication, with no significant CBC effect at high congruence — related
• Congruent communication does not moderate CBC's effect on parent-reported children's social skills — related