Claims

Teachers' PBIS knowledge and fidelity (TKSS score) interacts with pre-to-post change in problem behavior among students with emotional disturbance

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

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.

q2 i? ANCOVAs revealed a statistically significant interaction of the overall TKSS teacher knowledge total score with changes in problem behavior (F = 10.43, p = .003), and all five TKSS domains showed significant interactions (p < .01). → Benner 2008

q1 i? In the authors' interpretation, despite a full year of training, teachers with low fidelity tended not to see large improvements in student behavioral functioning, unlike high-fidelity teachers. → Benner 2008

Evidence

Benner 2008

Benner, G. J., Beaudoin, K. M., Chen, P.-Y., Davis, C., & Ralston, N. (2008). The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter? JBAIC, Volume 1, No. 1. https://eric.ed.gov/?q=Impact+of+Intensive+Positive+Behavioral+Supports

q2 · i? · only F values are printed for this finding; no effect size · design · r2

ANCOVAs with TKSS scores as covariates on TRF Internalizing and Externalizing t-scores; the omnibus interaction was significant (F = 10.43, p = .003), and Table 3 shows all five domain interactions significant at p < .01 (F values 8.37 to 11.05).

"results indicated statistically significant interaction effects of the overall TKSS teacher knowledge total score on changes in pre- to post-test problem behavior (F = 10.43, p = .003)."

Discussion

Page metadata
Field Value
type claim
id tkss-fidelity-ancova-interaction-problem-behavior
aliases low-fidelity-pbis-smaller-student-improvements
title Teachers' PBIS knowledge and fidelity (TKSS score) interacts with pre-to-post change in problem behavior among students with emotional disturbance
description Teachers' PBIS knowledge and fidelity (TKSS score) interacts with pre-to-post change in problem behavior among students with emotional disturbance
status review
evidence_strength moderate
newest_evidence 2008
generated by process:wiki-ingest on 2026-09-26
trust unverified — no one has confirmed this page's content
sources 1 — benner-2008

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