| ||Literature Coverage Dates||Number of Studies||Number of Study Participants|
|Meta-Analysis 1||1988 - 2004||12||269|
Oliver, Wehby, and Reschly (2011) synthesized the outcomes of 12 studies of universal teacher classroom management interventions on reducing or preventing disruptive, inappropriate, and aggressive behaviors exhibited by students. The authors conducted a literature search for studies reported from 1950 until 2009.
For inclusion, studies were required to evaluate interventions delivered by teachers in the context of the classroom with the expected outcome of reduction in students’ problem behaviors. Studies had to evaluate the interventions using a randomized control group or quasi-experimental design. Studies were not eligible for review if they evaluated schoolwide approaches, pull-out, or small group interventions; if the interventions being evaluated took place outside of the classroom; or if they were delivered in residential facilities or special schools.
The studies included in the analysis were mostly from the United States (92 percent, n
=11), were reported in the 1990s (75 percent, n
=9), appeared in technical reports (58 percent, n
=7), and used randomized study designs (91 percent, n
=11). The main focus of the interventions included teacher trainings in Classroom Organization and Management Program [COMP] (58 percent, n
=7), classroom management techniques (17 percent, n
=2), multicomponent approaches (17 percent, n
=2), and classroom-centered curriculum (8 percent, n
=1). The student sample predominantly comprised public school students (84 percent, n
=10) in grades K to 6 (67 percent, n
=8) from mixed neighborhoods in urban, suburban, and rural areas (84 percent, n
Twelve independent effect sizes were included in the analysis. A random effects analysis was used and the standardized mean difference effect size was calculated for the outcome measure. Authors adjusted effect sizes of individual student-level data to classroom-level data using an intraclass correlation.