ArticleJournal of behavioral education2022
Systematic Review and Meta-Analysis of the Effectiveness of Teacher Delivered Interventions for Externalizing Behaviors.
Article in Journal of behavioral education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it, 23 citations in OpenAlex.
- Research Review: Conceptualizing and measuring 'problem behavior' in early intervention autism research - a project AIM secondary systematic review.Journal of child psychology and psychiatry, and allied disciplines · 2025Pooled it
- Meta-Analysis: The Effectiveness of Universal School-Based Mental Health Programs for Children and Adolescents.JAACAP open · 2026Article
- ABA-based teacher training reduces emotional and behavioral problems in Brazilian children.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2026Article
- The Impact of Psychological Capital and Perceived Social Support on the Development of Problem Behaviors Among Rural Adolescents: A Cross-Lagged Study.Behavioral sciences (Basel, Switzerland) · 2026Article
- Teacher-Delivered Mental Health Interventions: Promises, Challenges, and Recommendations for Future Directions.Administration and policy in mental health · 2025Article
- Resilience and prosociality: pathways to strengthen teachers' self-efficacy in the classroom.Frontiers in psychology · 2025Article
- Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study.Children (Basel, Switzerland) · 2024Article
- The Effectiveness of Teaching the Teacher Interventions in Improving the Physical Activity among Adolescents in Schools: A Scoping Review.Healthcare (Basel, Switzerland) · 2024Article
- Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context.Behavioral sciences (Basel, Switzerland) · 2023Article
- Factors Predictive of Being Bullies or Victims of Bullies in US Elementary Schools.School mental health · 2023Article
- Partnerships at the Interface of Education and Mental Health Services: The Utilisation and Acceptability of the Provision of Specialist Liaison and Teacher Skills Training.International journal of environmental research and public health · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.