The DOI matches its Crossref record; 75 of the 75 references it cites were found in a registry or an index; 7 of the 45 sources its claims cite were checked for support.
Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior
Open accessAbstract
A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children’s level of understanding and skill to promote use of skills in reallife contexts. Two-hundred twenty-six kindergarten—3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a waitlisted randomized trial of the Rochester Resilience Project derived from this model. In 14 lessons with school-based mentors, children were taught a hierarchical set of skills: monitoring of emotions; selfcontrol/ reducing escalation of emotions; and maintaining control and regaining equilibrium. Mentors provided classroom reinforcement of skill use. Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31–0.47). Peer social skills improved for girls but not for boys. Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period. Limitations and future directions to promote skill transfer are discussed.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
A school-based, wait-listed randomized trial tested the Rochester Resilience Project, a 14-lesson mentoring intervention teaching kindergarten–3rd graders emotional self-regulation skills. It found medium-sized improvements in teacher-rated classroom behavior and reductions in disciplinary referrals and suspensions over the 4-month intervention.
Key findings
- Children receiving the intervention showed improved teacher-rated functioning at post-intervention: Task Orientation ES=0.33, Behavior Control ES=0.31, Assertive vs. Withdrawn Behaviors ES=0.37, and Peer Social Skills ES=0.47.
- Peer social skills improved for girls but not boys: girls had a large intervention effect (ES=0.90; 95% CI 0.30, 1.49, p<0.001), while boys did not.
- Children in the intervention had a 46% mean decrease in office disciplinary referrals and a 43% mean decrease in suspensions during the 4-month intervention period.
- For disciplinary referrals, the intervention reduced the frequency of events rather than the propensity to have any referral; for suspensions, it reduced both the likelihood of suspension and the frequency.
Methods
- Population-based screening of kindergarten–3rd grade children in two urban elementary schools identified 285 screen-positive children; 261 enrolled, and 226 completed follow-up. Participants were randomized within classrooms to immediate intervention or wait-list control.
- The intervention consisted of 14 weekly individual lessons with school-based Resilience Mentors, teaching emotion monitoring, self-control/reducing escalation, and maintaining control/regaining equilibrium, with classroom reinforcement of skill use.
- Outcomes included teacher ratings on the Teacher-Child Rating Scale and school records of office disciplinary referrals and out-of-school suspensions. Analyses used three-level linear mixed-effects models accounting for nesting of children in classrooms and schools, zero-inflated Poisson regression for count outcomes, and cluster analysis of baseline problem patterns.
Limitations
- The paper states that teachers, the primary source of outcome information, were aware of whether children were receiving intervention or were controls, so teacher expectations cannot be ruled out as a source of bias; teachers’ knowledge could also have influenced disciplinary referrals.
- The paper states that reliance on teacher ratings limited capture of children’s internalizing problems, and the wait-listed design did not provide evidence about intervention impact after the intervention period.
- The paper notes that it did not ascertain the extent to which children used learned skills or maintained gains beyond the 4-month intervention; it also states that reasons for girls benefiting more than boys on peer social skills are unknown, and all Mentors were female.
- Evident from the text: the sample came from two elementary schools in one mid-sized city, with 61.5% Black, 25.7% Hispanic, 8.4% White, and 4.4% other children, and 90% eligible for free or reduced lunch, which may limit generalizability.
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Claims the paper makes
66 Own result · 23 Own method · 17 No full text of the sources · 7 Sources not found · 6 Partly supported · 6 Own interpretation · 5 No basis given · 2 Not checked yet · 1 Supported · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Problems with self-regulation of emotions are linked to the etiology and maintenance of diverse problems including depression (e.g., Forbes and Dahl 2005), antisocial behavior (Hinshaw 2002), addictions (Kuntsche et al. 2007) and suicidal ideation (Wyman et al. 2009).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
What the sources say
- Partly supportedcites Forbes and Dahl 2005 sourceExperimental — accuracy not yet measured
Forbes and Dahl is cited for depression, not for the other problems in the sentence. The paper’s Abstract links affect dysregulation to depression and says this framework is relevant to its etiology, but it does not explicitly link problems with emotion self-regulation to the maintenance of depression as a disorder. (LLM, conf=0.78)
- Not checked — no full text of the sourcecites Hinshaw 2002 source
- Not checked — no full text of the sourcecites Kuntsche et al. 2007 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The validity of ODRs as indicators of behavioral status and school adaptation has been supported by their association with lower academic achievement and school bonding over time (e.g., Bryant et al. 2000).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Measures
What the sources say
- Partly supportedcites Bryant et al. 2000 sourceExperimental — accuracy not yet measured
The School Misbehavior measure includes students’ reports of being sent to the office or kept after school, and the Cohort Comparisons section reports that school misbehavior predicted lower academic achievement and school bonding at different follow-ups. But the study analyzed a composite misbehavior measure, not office discipline referral (ODR) records specifically, and it did not establish the validity of ODRs as indicators. Page numbers are unavailable in our copy. (LLM, conf=0.87)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Pragmatically, this addresses observations that aggressive-disruptive, internalizing and learning problems frequently co-occur in young children (e.g., Wyman et al. 2009)”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
What the sources say
- Partly supportedcites Wyman et al. 2009 sourceExperimental — accuracy not yet measured
The Method (Participants and Measures; page unavailable) describes a sample of young children selected for elevated aggressive-disruptive behavior and assessed for internalizing symptoms. The Discussion (page unavailable) also discusses depression alongside disruptive behavior problems. The copy does not establish that all three problems frequently co-occur: it does not report learning problems in that combination, and its selected sample cannot establish frequency among young children generally. (LLM, conf=0.79)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“in general, concordance is low between children’s self-report of distress and reports from adults, including teachers (Wyman et al. 2009).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
What the sources say
- Partly supportedcites Wyman et al. 2009 sourceExperimental — accuracy not yet measured
The Discussion (page unavailable) says agreement tends to be low between children and parents about psychological symptoms, particularly anxiety and depression. It does not extend that finding to teachers; the Measures section mentions teacher ratings only in a separate account of low-to-moderate correlations for externalizing symptoms, not distress. (LLM, conf=0.85)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“In addition to effectiveness, the reach or proportion of the population that participates in or receives an intervention has a major effect on the potential population-level impact of that intervention (Glasgow et al. 2004).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
What the sources say
- Supportedcites Glasgow et al. 2004 source
In “What Methods Are Available to Improve the Translation of Research to Practice?”, the paper defines Reach as the percentage and representativeness of patients willing to participate, alongside Effectiveness. In “What Are the Implications of the Gap in Translation of Research to Practice?”, it says reach is critical to judging an intervention’s potential public health impact. (LLM, conf=0.93)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31–0.47).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In this case, the ratio of the mean office disciplinary referrals of the intervention to that of the control condition is exp(−0.619)=0.54.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Intervention Impact
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The intervention also reduced rates of office disciplinary referrals and suspensions.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 40
- It may state two separate claims as one. 35
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“which are associated over time with lower academic achievement and school bonding and with increased conduct problems (Bryant et al. 2000; Huisinga and Jakob-Chien 1998).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
What the sources say
- Partly supportedcites Bryant et al. 2000 sourceExperimental — accuracy not yet measured
The School Misbehavior section includes suspensions in the measure of misbehavior, and the Implications section links early misbehavior to later decreases in school bonding and academic achievement. The paper does not establish that formal disciplinary incidents or suspensions, specifically, are associated with increased conduct problems over time; it treats suspensions and misbehavior as components of the same measure. No page numbers are available in our copy. (LLM, conf=0.86)
- Not matchedcites Huisinga and Jakob-Chien 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Influenced by the concepts of ‘scaffolding’ (Wood et al. 1976) and zone of proximal development (Vygotsky 1978), learning opportunities are focused on the dynamic and continually evolving range of knowledge and skills a child is capable of attaining under guidance from a competent adult.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Rochester Resilience Project Intervention
What the sources say
- Supportedcites Wood et al. 1976 source
The Introduction (p. 90) defines scaffolding as adult assistance that lets a child accomplish a task beyond their unassisted ability and potentially develop competence. The later discussion of tutoring says effective instruction adapts to the learner’s performance over time. The citing sentence attributes scaffolding to Wood et al.; it attributes the zone of proximal development to Vygotsky. (LLM, conf=0.91)
- Not matchedcites Vygotsky 1978
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Peer social skills improved for girls but not for boys.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In models that tested for Level 2 (classroom-level) by intervention condition interactions, we found no evidence of a differential intervention impact associated with either mean classroom levels of child problems or with the number of children in a classroom who screened positive for the intervention.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All nine children receiving suspensions had different teachers.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Intervention Impact
plainn = 9- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For out-of-school suspensions, the intervention reduced both the propensity to have a suspension and the frequency.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Sixty-six percent of teachers (39/59) made one or more referrals, with 86% of those referring making 1–3 referrals.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Mean baseline Task Orientation scores were: group 3 (M=16.68, SD=4.21), group 1 (M=18.72, SD=7.23), and group 2 (M=24.47, SD=8.23).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Over two years, 285 children out of the population of kindergarten—3rd grade children ‘screened positive’ for elevated classroom problems, 261 enrolled in the intervention, and 226 (or 79% of all eligible) completed the four-month follow-up.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plainn = 285- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“These considerations led to the selection of a three cluster solution.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children in the intervention condition received an average of 12.2 lessons with interventionists (range 7–14).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Rates of Attrition and Baseline Comparisons by Condition
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The eight children receiving suspensions were in 7 different classrooms.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Rates of Attrition and Baseline Comparisons by Condition
plainn = 8- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Relative to controls, children receiving the intervention had a 46% mean decrease in office disciplinary referrals and a 43% decrease in mean suspensions during the 4-month intervention period.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Mean Assertive vs. Withdrawn scores were: group 1 (M=21.92, SD=5.91), group 2 (M=31.14, SD=5.21), and group 3 (M=30.25, SD=4.76).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Mean baseline Behavior Control scores were as follows: group 1 (M=20.58, SD=7.33), group 3 (M=20.25, SD=6.34), and group 2 (M=23.20, SD=8.07).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Attrition was not associated with any baseline measure nor differentially predicted by condition as a function of any baseline variable, i.e., no condition X baseline measure interactions.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Rates of Attrition and Baseline Comparisons by Condition
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For girls, the intervention had a large effect on improved peer social skills (standardized ES=0.90), whereas social skills did not change for boys.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The average intervention effects (see Table 2, column 3) were medium-sized and positive for Task Orientation (ES=0.33), Behavior Control (ES=0.31), Assertive vs. Withdrawn Behaviors (ES=0.37), and Peer Social Skills (ES=0.47).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Intervention Impact
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean number of referrals made by teachers was 1.88; 61% of teachers (36/59) made a referral, with 83% of those referring making 1–3 referrals.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Rates of Attrition and Baseline Comparisons by Condition
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the pre-intervention interval, 4.5% of children in the intervention group (5/111) were suspended versus 2.6% of controls (3/115), which was also a comparable suspension rate by intervention condition (OR: 1.87; 95% CI: 0.33, 10.48, p=0.48).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Rates of Attrition and Baseline Comparisons by Condition
plainn = 8- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Classroom-level variation on children’s Behavior Control and Task Orientation was moderate (see intraclass correlations in column 4 of Table 2).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The three groups had similar levels of behavior control problems and more substantial differences in other domains.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the 3-month pre-intervention interval, 30.6% of children in the intervention condition (34/111) had one or more office disciplinary referrals (range: 1–10) and 25.2% of controls (29/115) had one or more referrals (range: 1–9).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Rates of Attrition and Baseline Comparisons by Condition
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, whereas 1.8% (2/111) of children in the intervention condition received a suspension up to a maximum of one time, 6.1% of controls (7/115) were suspended, with five suspensions being the maximum number.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We estimated our multi-level model testing intervention impact on Peer Social Skills separately for girls and boys; the intervention improved peer social skills for girls but not for boys.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Cluster group 1 was largest, comprised of 146 children (64.6% of the sample); groups 2 and 3 had 51 (22.6%) and 28 (12.4%) children, respectively.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plainn = 146- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Neither a child’s baseline level of problems or grade was associated with differential intervention impact.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Mean Peer Social Skills scores were: group 3 (M=17.75, SD=5.71), group 1 (M=22.07, SD=4.92), and group 2 (M=34.33, SD=3.34).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Those ICCs were larger for Behavior Control (0.13) than Task Orientation (0.07).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Results > Moderators of Intervention Impact
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Minimal transfer of new skills by children to settings outside the intervention context is a limitation (Webster-Stratton and Hammond 1997)”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
What the sources say
- Not checked — no full text of the sourcecites Webster-Stratton and Hammond 1997 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Guided by a developmental epidemiology prevention approach (Kellam et al. 1999), our evaluation focused on a representative subgroup of children, which minimizes selection bias and strengthens inferences about intervention effects (Brown et al. 2007).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
What the sources say
- Not checked — no full text of the sourcecites Kellam et al. 1999 source
- Not matchedcites Brown et al. 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The intervention group (n=111) and control group (n=115) were balanced on gender, race/ethnicity, and grade level.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
plainn = 111- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“and evidence that problems in multiple domains further elevate that risk (Kellam et al. 1982).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
What the sources say
- Not matchedcites Kellam et al. 1982
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To address this imbalance in the second year, children in the same classroom were stratified by baseline behavior control and gender before being randomly assigned to intervention or control condition.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Two-hundred twenty-six kindergarten—3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a waitlisted randomized trial of the Rochester Resilience Project derived from this model.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
plainn = 226- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Rates of suspensions increase in proportion to the seriousness of behavior problems measured through other methods (e.g., Huisinga and Jakob-Chien 1998), suggesting their utility as an indicator of conduct problems.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Measures
What the sources say
- Not matchedcites Huisinga and Jakob-Chien 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Studies correlating the T-CRS with the longer Achenbach CBCL suggest adequate convergent and divergent concurrent validity (Perkins and Hightower 2000).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Measures
What the sources say
- Not matchedcites Perkins and Hightower 2000
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“This population was selected due to evidence that those problems predict future mental health disorders, substance abuse problems and need for services (Jones et al. 2002)”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
What the sources say
- Not checked — no full text of the sourcecites Jones et al. 2002 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“After enrollment but before the intervention began, 13.4% of children were lost to attrition: 23 (8.8%) relocated to other schools and 12 (4.6%) were assigned to special education classrooms, which precluded their continued participation.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“There were no differences on any baseline measure (see below) between children who enrolled in the first or second year, suggesting that the change in teacher screening measure did not introduce a difference in children enrolling in year 1 versus year 2.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“suggesting that strengthening children’s adoption and generalization of skills may increase their effectiveness.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Abstract
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: Few skill-focused interventions have demonstrated long-term generalized benefits.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In our sample, internal reliability of subscales ranged from 0.80–0.94.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“None withdrew for other reasons, and none of the remaining 226 children were lost to attrition after the intervention started.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
plainn = 226- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“and moderate stability of over a 2–3 year period based on ratings of the same child by different independent raters (Wyman et al. 1993).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Measures
What the sources say
- Not checked — no full text of the sourcecites Wyman et al. 1993 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Once enrolled, children were stratified by gender and randomized within classrooms using computer generated pseudo-random numbers to either immediate intervention or to a wait-list for later intervention.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“One-month test-retest coefficients for T-CRS subscales range from 0.80–0.90 (Hightower et al. 1986)”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Measures
What the sources say
- Not checked — no full text of the sourcecites Hightower et al. 1986 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To determine whether attrition might have differentially affected intervention and control groups, we conducted analyses comparing children who completed follow-up with those who were missing.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Although school records for disciplinary referrals were another source of information, teachers’ knowledge of children’s status could have influenced their propensity to refer children to school administrators to address behavior concerns.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We tested baseline equivalence of intervention and control groups using ordinary t tests for continuous measures, chi-square tests for categorical variables, and logistic regressions for dichotomized count data.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The intervention had a positive impact on children’s classroom behaviors and rates of disciplinary incidents, including improved behavior control (i.e., fewer aggressive-disruptive problems), on-task learning behaviors and peer social skills, and less shy-withdrawn and more assertive behaviors.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“All analyses used an intent-to-treat approach.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Subscales of the AML-R and T-CRS covering related constructs are moderately correlated, and both measures have been extensively used in evaluating school-based programs in the U.S.; age and gender norms for both measures have been established for urban, suburban, and rural settings (Cowen et al. 1996).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
What the sources say
- Not checked — no full text of the sourcecites Cowen et al. 1996 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Our analyses of intervention impact took into account the nesting of children within classrooms that are further nested within schools.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To examine intervention impact on continuous data we used a three-level linear mixed-effects model (LMM), with level 1 including individual covariates (sex, grade, race/ethnicity), level 2 accounting for classroom variability and level 3 adjusting for variability across schools.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“In prior skill-based interventions to address behavior problems, for example, young children with conduct problems and coexisting anxiety/depression problems have fared better in some short-term intervention studies (Beauchaine et al. 2005).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Present Study
What the sources say
- Not checked — no full text of the sourcecites Beauchaine et al. 2005 source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“An important aspect of this model is providing opportunities for children to practice skills in ‘hot cognition’ contexts (Damasio 1994) to promote transfer of new learning, which also requires reinforcement by adults.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
What the sources say
- Not matchedcites Damasio 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“‘In-vivo’ practice is aimed at increasing a child’s proceduralized skill (Sun 1997) in contexts in which ‘hot cognition’ is activated (Damasio 1994) and experience in applying those skills in diverse interpersonal contexts.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Rochester Resilience Project Intervention
What the sources say
- Not checked — no full text of the sourcecites Sun 1997 source
- Not matchedcites Damasio 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Currently, approximately one in eight children with an emotional or behavioral disorder ever receive treatment in the mental health system (O’Connell et al. 2009);”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
What the sources say
- Not checked — no full text of the sourcecites O’Connell et al. 2009
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Because forcing a Poisson model to fit such data would bias the expected number of counts and mask the non-risk subgroup, we employed an alternative approach to account for the presence of structural zeros in the analysis.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Rate of enrollment was comparable in both years.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“This type of classroom blocked design allowed us to hold fixed teacher and classroom context effects in examining impact and is efficient in statistical power (Brown and Liao 1999).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
What the sources say
- Not checked — no full text of the sourcecites Brown and Liao 1999 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Teachers completed the C-TRS a second time four months later for all children enrolled in their classroom, without reference to their initial ratings for each child.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Attendance of teachers was nearly 100%.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Rochester Resilience Project Intervention
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“This definition suggests that self-monitoring of feelings is an active process requiring attention, which can be learned.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Rochester Resilience Project Intervention
What the sources say
- Not matchedcites LeDoux 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“An appropriate model for count responses in the presence of structural zeros is the zero-inflated Poisson (ZIP) regression (Lambert 1992; Kowalski and Tu 2007).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Statistical Analyses
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Evidence that the intervention reduced serious behavior problems was strengthened by the reduction in suspensions, in addition to reducing more frequently occurring office referrals.”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
Few skill-focused interventions have demonstrated long-term generalized benefits.
“However, few have demonstrated long-term generalized benefits.”
The paper relies on this without support.
Few conceptual models have addressed the specific processes involved in teaching children cognitive and behavioral skills in interventions.
“Few conceptual models have addressed the specific processes involved in teaching children cognitive and behavioral skills in interventions.”
The paper relies on this without support.
Aggressive behavior is more likely to occur if a child escalates his/her anger, but may also occur under calm emotional conditions.
“Aggressive behavior, for example, is more likely to occur if a child escalates his/her anger, but may also occur under calm emotional conditions.”
The paper relies on this without support.
Children require adult guidance and reinforcement in choosing adaptive behaviors.
“Consequently, children require adult guidance and reinforcement in choosing adaptive behaviors.”
The paper relies on this without support.
Within our context, the percent of structural zeros represent the subgroup that was not at risk for the count outcome of interest such as disciplinary referrals.
“Within our context, the percent of structural zeros represent the subgroup that was not at risk for the count outcome of interest such as disciplinary referrals.”
The authors state this as an assumption.
Emotion self-regulation skills are tools to assist children in reducing problems but are not necessarily sufficient.
“The intervention model conceptualizes emotion self-regulation skills as tools to assist children in reducing problems but not necessarily sufficient.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Children may need full exposure to the curriculum and more time for adequate practice of the skills they learn in a Zones® group with the school social worker before behavioral changes are observed (Wyman et al., 2010).”
From Evaluating the Zones of Regulation® intervention to improve the self-control of elementary students (2020) · cites this paper as Wyman et al., 2010
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“Participants were from 59 classrooms, with an average of 3.5 students per classroom participating (range 1–10).”
§ Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior > Method > Participants and Design
Reported 3.5 · recomputed 3.830508
Citations
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Metadata
- Authors
- Wyman, P. A., Cross, W., Hendricks Brown, C., Yu, Q., Tu, X., & Eberly, S.
- Affiliations
- University of Rochester Medicine (US)
- Corresponding author
- Wyman, Peter A.
- Venue
- Journal of Abnormal Child Psychology
- Published
- 2010-02-24
- Volume
- 38
- Issue
- 5
- Pages
- 707-720
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- PMC
- PMC2880630
- OpenAlex
- W2007888945
- Semantic Scholar
- 7930b24c0088b1e72c4fb5268cb77c26fea5e107
- Cited by
- 166
- References
- 69
- Citations by year
- 2026: 4 · 2025: 10 · 2024: 7 · 2023: 10 · 2022: 19 · 2021: 13 · 2020: 17 · 2019: 15 · 2018: 9 · 2017: 9 · 2016: 11 · 2015: 10 · 2014: 10 · 2013: 11 · 2012: 6
- FWCI
- 7.20
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Research on Child and Adolescent Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R01MH068423, T32MH018911, R01MH040859, K23MH073615)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- emotion regulation, scaffolding, school-based intervention, student misbehavior, emotional monitoring, school discipline referrals, school suspension, skill transfer, role play, adult modeling, multilevel modeling
- MeSH terms
- Child, Child Behavior, Emotions, Female, Humans, Internal-External Control, Male, Schools, Social Behavior, Social Control, Informal, Social Environment, Resilience, Psychological
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-06, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-06 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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