Table 2.
Intervention Effectiveness on Teachers and Students
| Mean Score from T1 Raw Data | Mean Score from T2 Raw Data | Model-Based Inference | |||||
|---|---|---|---|---|---|---|---|
|
|
|||||||
| Intervention | Control | Intervention | Control | Difference | [95%CI] | p | |
| Teacher Outcomes | Mean (SD) | Mean (SD) | Mean (SD) | Mean (SD) | (SE) | ||
|
|
|||||||
| EBP Knowledge | 35.50 (13.39) | 39.39 (12.98) | 46.86 (17.28) | 33.21 (16.11) | 13.68 (5.80) | [2.29, 25.08] | .019 |
| EBP Use-observed | 2.18 (.35) | 2.22 (.23) | 2.16 (.23) | 2.03 (.22) | .16 (.07) | [.02, .30] | .024 |
| EBP Use-self-reported | 2.70 (.67) | 2.47 (.58) | 2.97 (.67) | 2.72 (.53) | .02 (0.19) | [−.36, .40] | .919 |
|
| |||||||
| Child Outcomes | |||||||
| Social Competence | 2.34 (.63) | 2.35 (.67) | 3.04 (.72) | 2.53 (1.09) | .66 (.22) | [.23, 1.08] | .003 |
| Emotion Regulation | 2.24 (.73) | 2.14 (.73) | 2.96 (.87) | 2.29 (1.21) | .79 (.25) | [.30, 1.28] | .002 |
| Prosocial Skills | 2.44 (.73) | 2.55 (.74) | 3.12 (.70) | 2.78 (1.08) | .54 (.21) | [.12, .96] | .012 |
| Behavior Problems | |||||||
| Externalizing | 1.30 (1.51) | .96 (1.14) | 1.02 (1.50) | 1.31 (1.57) | −.50 (.30) | [−1.10,.11] | .11 |
| Internalizing | .87 (1.32) | 1.04 (1.20) | .59 (1.16) | .55 (1.23) | .11 (.32) | [−.53, .75] | .74 |
Note. There were no significant differences at baseline. The mean scores in table are average scores from raw (non-imputed) data. Baseline Means and SDs for the full sample were 37.26 (13.26) for EBP knowledge, 2.20 (0.29) for EBP Use-observed, 2.59 (0.64) for EBP Use-self reported, 2.34 (0.64) for total child social competence, 2.20 (0.73) for emotion regulation, 2.49 (0.73) for prosocial skills subscales, 1.15 (1.37) for child externalizing problems, and 0.95 (1.27) for child internalizing problems. The model-based inferences are based on linear mixed effect models and the ITT principle from imputed data, with the exception for the EBP Use-observed. Observations were limited to 63 teachers/classrooms (excluded 6 school leaders/administrators). Also, 10 teachers (5 from intervention and 5 from control schools) who were not in schools during the observation periods at T1 and T2 were excluded because we could not impute observational data for cases without any observation. For all study outcomes, using imputed and non-imputed data yield similar results.