TABLE 3.
Program Impacts on Observed Ratings of Child Behavior
| Adjusted meana | |||||
|---|---|---|---|---|---|
| Outcome | Program group | Control group | Difference | SE | Effect sizeb |
| Observed rating of child behaviorc | |||||
| Problem behavior | |||||
| Teacher conflict | 1.25 | 1.46 | −0.22** | 0.07 | −0.40 |
| Peer conflict | 1.40 | 1.57 | −0.18† | 0.09 | −0.27 |
| Positive social behavior | |||||
| Teacher communication | 2.20 | 2.36 | −0.16 | 0.12 | −0.20 |
| Teacher positive engagement | 3.21 | 3.42 | −0.21 | 0.16 | −0.27 |
| Peer communication | 2.46 | 2.57 | −0.11 | 0.16 | −0.14 |
| Peer sociability | 3.44 | 3.53 | −0.09 | 0.15 | −0.11 |
| Peer assertiveness | 2.08 | 2.27 | −0.19 | 0.17 | −0.21 |
| Approach to learning | |||||
| Task engagement | 4.87 | 4.62 | 0.25† | 0.14 | 0.31 |
| Task self-reliance | 3.08 | 3.14 | −0.06 | 0.20 | −0.07 |
| Task behavior control | 5.40 | 5.08 | 0.32† | 0.19 | 0.34 |
| Overall classroom student engagement | 5.75 | 5.19 | 0.55† | 0.28 | 0.60 |
| Teacher-reported child outcomes | |||||
| Problem behavior | |||||
| BPI internalizing | 2.66 | 2.30 | 0.36 | 0.58 | 0.11 |
| BPI externalizing | 4.12 | 3.70 | 0.43 | 0.68 | 0.08 |
| C-TRF attention problems | 3.58 | 3.47 | 0.11 | 0.64 | 0.02 |
| Prevalence of challenging behaviors | 1.90 | 2.29 | −0.39* | 0.17 | −0.92 |
| Positive social behavior | |||||
| PBS compliance | 4.03 | 3.97 | 0.07 | 0.10 | 0.08 |
| PBS competence | 4.04 | 4.00 | 0.04 | 0.10 | 0.06 |
| Approach to learning | |||||
| CFBRS work-related skills | 4.84 | 4.76 | 0.08 | 0.11 | 0.08 |
| Preacademic skills | |||||
| ARS language and literacy skills | 35.07 | 32.61 | 2.46 | 1.71 | 0.27 |
| ARS math knowledge | 25.77 | 25.40 | 0.37 | 1.68 | 0.05 |
| ARS general knowledge | 19.72 | 18.46 | 1.25 | 0.95 | 0.28 |
| Sample size (students) | 283 | 248 | |||
| Sample size (classrooms) | 26 | 23 | |||
Note. BPI = Behavior Problems Index; C-TRF = Caregiver-Teacher Report Form; PBS = Positive Behavior Scale; CFBRS = Cooper-Farran Behavioral Rating Scales; ARS = Academic Rating Scale.
a
Regression-adjusted means control for random assignment status and blocking, baseline Classroom Assessment Scoring System measures, and baseline child characteristics.
b
The observed child outcomes were drawn from a subsample. The program group had 130 children in 26 classrooms, and the control group had 121 children in 25 classrooms.
c
The effect size was calculated as the difference between the treatment and control group means divided by the control group standard deviation.
†
p < .10.
*
p < .05.
**
p < .01.