TABLE 4.

Program Impacts on Observed and Teacher Ratings of Child Outcomes, by Level of Behavior Problems

	Low					High
	Adjusted mean					Adjusted mean
Outcome	Program group	Control group	Difference	SE	Effect size	Program group	Control group	Difference	SE	Effect sizea	H stars
Observationsb
Problem behavior
Teacher conflict	1.31	1.29	0.02	0.14	0.04	1.36	1.55	−0.19	0.12	−0.40
Peer conflict	1.45	1.50	−0.05	0.19	−0.06	1.47	1.77	−0.31*	0.13	−0.51
Positive social behavior
Teacher communication	2.08	2.48	−0.40†	0.21	−0.47	2.30	2.30	0.00	0.17	−0.01
Teacher positive engagement	3.08	3.47	−0.39	0.25	−0.46	3.21	3.31	−0.10	0.25	−0.13
Peer communication	2.59	2.64	−0.04	0.27	−0.05	2.47	2.60	−0.13	0.18	−0.18
Peer sociability	3.49	3.68	−0.19	0.24	−0.24	3.43	3.60	−0.16	0.18	−0.23
Peer assertiveness	2.03	2.33	−0.30	0.38	−0.29	2.15	2.23	−0.08	0.19	−0.09
Approach to learning
Task engagement	4.91	4.76	0.15	0.21	0.19	4.80	4.61	0.20	0.17	0.27
Task self-reliance	2.95	3.05	−0.11	0.39	−0.09	3.11	3.19	−0.08	0.25	−0.08
Task behavior control	5.58	5.24	0.34	0.27	0.36	5.12	4.81	0.31	0.22	0.35
Teacher reportsc
Problem behavior
BPI internalizing	1.55	1.15	0.40	0.50	0.18	4.04	2.63	1.42	1.07	0.39
BPI externalizing	1.68	1.70	−0.02	0.56	−0.01	6.93	5.24	1.69	1.27	0.28
C-TRF attention problems	1.97	1.49	0.48	0.58	0.14	5.46	4.70	0.76	1.24	0.15
Positive social behavior
PBS competence	4.28	4.22	0.06	0.16	0.09	3.75	3.79	−0.04	0.13	−0.06
PBS compliance	4.38	4.16	0.22	0.14	0.29	3.69	3.72	−0.03	0.15	−0.04
Approach to learning
CFBRS work-related skills	5.10	5.18	−0.09	0.19	−0.09	4.48	4.57	−0.09	0.17	−0.08
Preacademic skills
ARS language and literacy skills	36.14	34.91	1.22	1.71	0.13	32.78	32.50	0.28	1.98	0.03
ARS math knowledge	26.67	27.31	−0.64	1.82	−0.08	23.80	25.33	−1.52	1.85	−0.21
Sample size (observations of students)d	50	40				58	38
Sample size (teacher reports on students)d	125	94				128	100
Sample size (classrooms)e	26	25				26	25

Note. Subgroups were created by calculating a median split of baseline teacher-reported BPI scores across the entire sample. BPI scores higher than 7 fell into the “high” category. Regression-adjusted means control for random assignment status and blocking, baseline Classroom Assessment Scoring System measures, and baseline child characteristics. BPI = Behavior Problems Index; C-TRF = Caregiver-Teacher Report Form; PBS = Positive Behavior Scale; CFBRS = Cooper-Farran Behavioral Rating Scales; ARS = Academic Rating Scale.

^aThe effect size was calculated as the difference between the treatment and control group means divided by the control group standard deviation.

^bFor each dimension, observers rated children on a scale from 1 to 7, with 1 representing low and 7 representing high. All observations used the Individualized Classroom Assessment Scoring System measure.

^cTeacher-reported outcomes control for students’ baseline scores on a given measure, when available.

^dBaseline BPI scores were not available for all children.

^eFor teacher-reported outcomes, the sample size is 23 for the control group classrooms.

^†p < .10.

^*p < .05.