TIPS professional development produces immediate and continuing improvements in school teams' overall problem-solving practices¶
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
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i2 After TIPS professional development, Immediate Group teams scored significantly higher on overall problem solving than Waitlist teams, with a large effect at the first post-training observation. → Horner 2018
q4 i? The Group × Observation interaction for overall problem solving was statistically significant, indicating the groups' similarity varied across observations. → Horner 2018
Evidence¶
Horner 2018¶
Horner, R. H., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D., & Preston, A. (2018). A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use. Behavioral Disorders. https://doi.org/10.1177/0198742917745638
q4 · i2 · causal · r2
Randomized waitlist controlled trial with 38 elementary PBIS teams (19 IM, 19 WL); DORA-II direct observations at four time points. Trained teams scored higher after the workshop, and the article reports a large ES at O2: "ES = .96".
"they were statistically significantly higher (tO2 = 3.03, df = 36, p = .005, ES = .96) for the IM (M = 0.74) than the WL (M = 0.51) teams after the first TIPS workshop (O 2)"
Discussion¶
Related Claims¶
- The same intervention significantly improved learners' problem-solving, with a medium practical effect (d = 0.6) — related
- After TIPS professional development, teams were more likely to define problems with precision, set implementation goals, and document implementation integrity and summative evaluation decisions — related
- TIPS-trained school teams define problems with greater precision (who, what, where, when, why) than untrained teams — related
- Meeting foundations were significantly higher for TIPS-trained teams at follow-up, though both groups began with relatively high foundation scores — related
- TIPS-trained teams more often documented reductions in out-of-school suspensions at follow-up — related
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