TIPS-trained school teams define problems with greater precision (who, what, where, when, why) than untrained teams¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Problems discussed by teams trained in TIPS were more likely to be defined with greater precision (who, what, where, when, why) than problems discussed by untrained teams. → Todd 2019

Evidence¶

Todd 2019¶

Todd, A. W., Algozzine, B., Horner, R. H., Preston, A. I., Cusumano, D., & Algozzine, K. (2019). A Descriptive Study of School-Based Problem-Solving. Journal of Emotional and Behavioral Disorders, 27(1), 14-24. https://doi.org/10.1177/1063426617733717

q2 · i? · causal · r2

Direct-observation (DORA) descriptive analysis within a randomized wait-list controlled trial of 38 elementary school teams, comparing precision elements for 196 problems discussed by trained versus untrained teams 6 months after TIPS training. Table 1 reports chi-square comparisons for each element, e.g. why: χ2 = 33.743, p = .000, favoring trained teams. The article reports statistically significant differences with no effect size printed.

"A comparison of precision elements discussed across trained and untrained teams is in Table 1; problems discussed by teams trained in TIPS were more likely to be defined with greater precision (e.g., who, what, where, when, and why) than untrained teams."

Discussion¶

Related Claims¶

• Trained teams are more likely than untrained teams to discuss summative evaluation decisions about solutions — related
• Trained teams more often include timelines and implementation-integrity details (what, when, who) in solution action plans than untrained teams — related
• Trained teams specify intended goal changes and timelines far more often than untrained teams (95.8% and 96.8% vs 4.2% and 3.2%) — related
• Trained teams use more reward elements and fewer system-change elements, and fewer solution steps overall, than untrained teams — related
• Trained teams are more likely to report that solutions improved student behavior to goal, while untrained teams more often report worse or unclear status — related
• School teams frequently fail to measure whether solutions were implemented or effective before TIPS training, and 15.9% of developed solutions were never implemented — related
• TIPS professional development produces immediate and continuing improvements in school teams' overall problem-solving practices — 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 — possibly the same claim (merge candidate)