Initiative Description: Meta-analysis that included studies on behavioral classroom programs that met the following inclusion criteria: 1) was a randomized controlled trial assessing the effects of behavioral classroom programs compared to “no care” or “care as usual” 2) included one of the following outcome measures: disruptive classroom behavior, classroom-observed on-task behavior 3) included predominantly elementary school children as participants (ages 6-12 years) in regular education or school-related settings 4) were published between 1980 and July 1, 2016 in an English-language peer-reviewed journal. Databases used in the search included PubMed, Embase, PsychInfo, and ERIC. Search terms describing participants’ problem behavior (i.e. disruptive behavior, externalizing problems, ADHD, etc.) were combined with the term “classroom interventions”.
Study Results: Behavioral classroom programs had significant beneficial effects on teacher-rated disruptive behavior with small effect size, indicating that behavioral classroom programs resulted in larger reductions of disruptive behavior compared to no treatment or treatment as usual.
Reference: Veenman, B., Luman, M., & Oosterlaan, J. (2018). Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials. Plos One, 13(10). doi:10.1371/journal.pone.0201779
Level of Evidence: Excellent