Table 4.
Details of the specific measures used for each analysis
| Study | Teachers’ outcomes | Children’s outcomes | |||||
|---|---|---|---|---|---|---|---|
| CL | TAS | CON | EBP | PRO | ADHD | CPb | |
| Baker-Henningham et al. (2009a) | |||||||
| MPROX | SDQ | SDQ | SDQ | ||||
| PBLIND | |||||||
| Baker-Henningham et al. (2009b) | |||||||
| MPROX | |||||||
| PBLIND | TPOT | ||||||
| Baker-Henningham et al. (2012) | |||||||
| MPROX |
SDQ SESBI |
SDQ | CTRS | ||||
| PBLIND | DPICS | ||||||
| Baker-Henningham and Walker, (2018) | |||||||
| MPROX |
MOOSES DPICS |
||||||
| PBLIND | |||||||
| Bloomquist et al. (1991) | |||||||
| MPROX | CTRS | WMCSC | CTRS | ||||
| PBLIND | |||||||
| Caldarella et al. (2018) | |||||||
| MPROX | SSBS-2 | SSBS-2 | |||||
| PBLIND | |||||||
| Conroy et al. (2015) | |||||||
| MPROX | TCIDOS | TCIDOS* | |||||
| PBLIN | TCIDOS* | ||||||
| Corkum et al. (2019) | |||||||
| MPROX | CTRS | ||||||
| PBLIND | |||||||
| Downer et al. (2018) | |||||||
| MPROX | CMSQ | ||||||
| PBLIND | |||||||
| Gonzales-Ball & Bratton, (2019) | |||||||
| MPROX | CTRF | ||||||
| PBLIND | |||||||
| Hickey et al. (2017) | |||||||
| MPROX | SDQ | SDQ | SDQ | ||||
| PBLIND | TPOT | TPOT | |||||
| Hoogendijk et al. (2020) | |||||||
| MPROX | STRS | STRS | |||||
| PBLIND | CLASS | ||||||
| Hutchings et al. (2013) | |||||||
| MPROX | |||||||
| PBLIND | TPOT | ||||||
| LoCasale-Crouch et al. (2018) | |||||||
| MPROX | STRS | STRS | |||||
| PBLIND | |||||||
| Reinke et al. (2014) | |||||||
| MPROX | TOCA-C | TOCA-C | |||||
| PBLIND | MOOSES | ||||||
| Spilt et al. (2012) | |||||||
| MPROX | STRS | STRS | |||||
| PBLIND | |||||||
| Stoiber and Gettinger (2011) | |||||||
| MPROX | SCP | SCP | |||||
| PBLIND | OREVS | CCOF | |||||
| Sutherland et al. (2018a) | |||||||
| MPROX | STRS | STRS | SSIS-RS | ||||
| PBLIND | |||||||
| Sutherland et al. (2020) | |||||||
| MPROX | STRS | CLASS | STRS | TCIDOS | SSIS | ||
| PBLIND | |||||||
| Vancraeyveldt et al. (2015a) | |||||||
| MPROX | PBQ | ||||||
| PBLIND | |||||||
| Williford et al. (2017) | |||||||
| MPROX | ECBI + SESBI–R | ||||||
| PBLIND |
*TCIDO was used in two analyses as it was the only conduct problem measure in Conroy’s study, therefore it was counted as MPROX & PBLIND
ADHD/C, Attention Deficit Hyperactivity Disorder Combined; CCOF, Classroom Competence Observation Form (Stoiber, 2004); Cl, Closeness; CLASS, Classroom Assessment Scoring System; CMSQ, Classroom Management Strategies Questionnaire (Webster-Stratton, 2012); CON, Conflict; CP, Conduct Problems; CTRF, Caregiver Teacher Report Form (Achenbach & Rescorla, 2000); CTRS, Conners Teacher Rating Scale (Goyette et al., 1978); DPICS, Dyadic Parent Child Inter-active Coding System (Eyberg & Robinson, 1981); EBP, Externalizing Behavior Problems; ECBI, Eyberg & Pincus (Eyberg, 1999); MOOSES, Multi-Option Observation System for Experimental Studies (Tapp et al., 1995); MPROX, Most Proximal; OREVS, Observer Rating of Ecobehavioral Variables Scale (Chandler et al., 1999); PBLIND, Probably Blinded; PBQ, Preschool Behavior Questionnaire (Behar, 1977); PRO, Prosocial; SCP, Social Competence Performance Checklist (Stoiber, 2004); SDQ, Strengths and Difficulties Questionnaire (Goodman & Goodman, 2009); SESBI, Sutter–Eyberg Student Behavior Inventory (Rayfield et al., 1998); SSBS-2, School Social Behavior Scales–Second Edition (Merrell & Gimpel, 1998); SSIS, Social Skills Improvement System (Gresham & Elliott, 2007); STRS, Student–Teacher Relationship Scale (Pianta, 2001); TAS, Teacher use of Appropriate Strategies; TCIDOS, Teacher–Child Interaction Direct Observation System (Sutherland et al., 2013); TOCA-C, Teacher Observation of Classroom Adaptation–Checklist (Koth et al., 2009); TPOT, Teacher–Pupil Observation Tool (Martin et al., 2010); WMCSC, Walker-McConnell Scale of Social Competence & School Adjustment (Walker & McConnell, 1988)
a MPROX; b PBLIND