Trained teams are more likely to report that solutions improved student behavior to goal, while untrained teams more often report worse or unclear status¶

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? For old problems, untrained teams reported all of the 'worse' statuses (7 of 7), and trained teams reported 13 of 14 'improved and goal met' statuses. → 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

Descriptive analysis of status discussions for 101 old problems across trained and untrained teams. Table 6 reports worse: χ2 = 9.669, p = .002; improved and goal met: χ2 = 9.102, p = .003; unclear: χ2 = 6.691, p = .010; improved but not to goal: χ2 = 2.581, p = .108 (not significant). No effect sizes printed.

"Untrained teams were more likely to not report on the status of a planned solution, and when solution status was reported, they were more likely to report "worse" or "unclear" outcomes than to indicate "improvement that met the goal" (see Table 6)."

Discussion¶

Related Claims¶

• TIPS-trained school teams define problems with greater precision (who, what, where, when, why) than untrained teams — related
• Trained teams are more likely than untrained teams to discuss summative evaluation decisions about solutions — 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
• Trained teams use more reward elements and fewer system-change elements, and fewer solution steps overall, than untrained teams — related