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Table 2 Baseline and follow-up data for the two conditions, with results of the mixed model, N = 83

From: Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study

Assessment

Control condition

IY TCM condition

g

Effect of intervention

Baseline

Follow-up

Baseline

Follow-up

 

Estimatea

(95 % CI)

p-value

Mean (SD)

Mean (SD)

Mean (SD)

Mean (SD)

    

SESBI-R

168.58 (21.22)

158.05 (37.12)

171.22 (21.67)

148.48 (33.77)

−0.57

−11.87

(−27.4 to 3.68)

0.133

SSRS

66.04 (7.54)

67.86 (11.26)

66.74 (9.45)

71.10 (9.93)

0.29

3.12

(−1.09 to 7.32)

0.144

STRS:

 Conflict

20.42 (7.24)

21.37 (7.93)

23.06 (5.06)

20.00 (6.75)

−0.65

−3.83

(−6.80 to −0.86)

0.012

 Closeness

27.40 (4.41)

27.27 (5.30)

27.78 (4.20)

28.51 (3.80)

0.20

1.34

(−0.56 to 3.24)

0.165

TRF:

 Internalizing

4.80 (6.89)

4.44 (6.85)

4.77 (4.79)

2.94 (3.36)

−0.25

−1.24

(−4.47 to 2.00)

0.448

 Academic

2.73 (0.52)

2.69 (0.57)

2.81 (0.62)

3.06 (0.50)

0.50

0.24

(0.05 to 0.42)

0.014

  1. Notes: Linear mixed model with time point (follow-up versus baseline), intervention condition (IY TCM), and their interaction as dichotomous covariates and individual as random effect. a) Estimate and 95 % CI refers to the coefficient of the condition by time interaction. Observed sample size: Control condition Baseline, N = 37–38, Control condition Follow-Up, N = 35–36, IY TCM condition Baseline, N = 42–45, IY TCM condition Follow-up, N = 28–29. g = Hedges’ g