Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials.

PLoS One · 2018 · PMC6179198 · PMID 30303966

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a negative trendp = 0.06so close (0.05 < p ≤ 0.1)

Moderating effects of intervention duration, age and gender Meta-regression analyses revealed a negative trend between intervention duration and effect sizes for teacher-rated disruptive behavior ( b(SE) = 0.006(0.003), p = 0.06, R 2 = .22), suggesting larger effects for behavioral programs with a shorter duration.

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