Researcher-developed total problem behavior score
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Full sample;
3,055 students
|
0.16
|
0.21
|
No
|
--
|
|
Social Health Profile Social Competence Scale: Social Competence subscale
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Full sample;
3,140 students
|
4.10
|
3.92
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Readiness to Learn
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Full sample;
3,130 students
|
4.33
|
4.17
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Authority Acceptance
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Full sample;
3,142 students
|
4.79
|
4.79
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Readiness to Learn
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Students receiving special education services;
413 students
|
3.84
|
3.53
|
Yes
|
|
|
Social Health Profile Social Competence Scale: Social Competence subscale
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Students receiving special education services;
416 students
|
3.77
|
3.50
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Social Competence
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
High-risk students;
1,007 students
|
3.41
|
3.16
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Readiness to Learn
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Students receiving special education services;
380 students
|
3.87
|
3.63
|
Yes
|
|
|
Social Health Profile Social Competence Scale: Social Competence subscale
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Students receiving special education services;
382 students
|
3.82
|
3.64
|
No
|
--
|
|
Researcher-developed total problem behavior score
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Students receiving special education services;
420 students
|
0.17
|
0.20
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Academic Engagement
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
High-risk students;
1,007 students
|
3.82
|
3.62
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Positive Peer Relationships
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
High-risk students;
1,007 students
|
4.07
|
3.80
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Agressive-Disruptive Behavior
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
High-risk students;
1,007 students
|
2.94
|
3.06
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Inattention/Hyperactivity
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
High-risk students;
1,007 students
|
3.30
|
3.36
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Readiness to Learn
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Full sample;
3,020 students
|
4.28
|
4.21
|
No
|
--
|
|
Researcher-developed total problem behavior score
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Full sample;
2,984 students
|
0.16
|
0.16
|
No
|
--
|
|
Social Health Profile Social Competence Scale: Social Competence subscale
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Full sample;
3,034 students
|
4.05
|
4.02
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Authority Acceptance
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Business as usual
|
0 Days
|
Students receiving special education services;
416 students
|
4.57
|
4.61
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Authority Acceptance
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Full sample;
3,036 students
|
4.79
|
4.78
|
No
|
--
|
|
Teacher Observation of Classroom Adaptation-Revised (TOCA-R): Authority Acceptance
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Students receiving special education services;
382 students
|
4.61
|
4.62
|
No
|
--
|
|
Researcher-developed total problem behavior score
|
Promoting Alternative THinking Strategies (PATHS) + Good Behavior Game (GBG) vs.
Good Behavior Game
|
0 Days
|
Students receiving special education services;
384 students
|
0.17
|
0.17
|
No
|
--
|
|