Table 2.

Social skills and executive functioning according to the group before and after the intervention

Outcome variables			VRTa (n=30), mean (SD)					TSSTb (n=30), mean (SD)					WLCc (n=30), mean (SD)					Within-group analysis, P value							Between-group analysis				Effect sizes, Cohen d (95% CI)
			T1		T2		T1			T2		T1			T2		VRT			TSST		WLC		F test (df)			P value	VRT vs TSST			VRT vs WLC
Clinical psychological assessment of social skillsd			26.23 (6.40)		38.20 (2.83)		25.60 (7.16)			30.63 (6.57)		24.23 (6.27)			24.50 (5.17)		<.001			<.001		.73		76.77 (2, 85)			<.001	1.50 (0.91-2.07)			3.29 (2.50-4.06)
Social Skills Improvement System–Parentsd
	Self-control	31.57 (4.10)		33.33 (3.56)		31.02 (3.79)			31.93 (2.78)		31.60 (5.00)			31.50 (4.70)		<.001			0.003		.50		18.77 (2, 85)			<.001		0.44 (–0.08 to 0.95)		0.44 (–0.08 to 0.95)
	Initiative	20.43 (4.91)		21.13 (3.80)		19.78 (4.30)			20.20 (4.02)		19.65 (4.08)			19.60 (3.92)		.01			.001		.59		11.93 (2, 85)			<.001		0.24 (–0.27 to 0.74)		0.40 (–0.11 to 0.91)
	Cooperation	12.07 (1.82)		12.17 (1.58)		11.00 (2.68)			11.37 (2.16)		11.98 (2.67)			12.03 (2.51)		.33			.05		.61		0.74 (2, 85)			.48		0.42 (–0.09 to 0.93)		0.07 (–0.44 to 0.57)
Behavior Rating Inventory of Executive Function–Parentse
	Inhibition	31.20 (5.46)		32.00 (4.45)		32.20 (4.76)			33.00 (4.05)		33.05 (6.45)			34.97 (6.75)		.02			.003		<.001		7.10 (2, 85)			.001f		–0.24 (–0.74 to 0.27)		–0.52 (–1.03 to –0.00)
	Emotional control	18.53 (4.19)		16.83 (3.08)		18.92 (3.35)			17.98 (2.68)		19.67 (5.42)			19.63 (4.91)		<.001			<.001		.89		17.27 (2, 85)			<.001		–0.40 (–0.91 to 0.11)		–0.69 (–1.20 to –0.16)

^aVRT: virtual reality training.

^bTSST: traditional social skills training

^cWLC: waitlist control group.

^dHigher scores indicate better social skills.

^eHigher scores indicate poor executive functions.

^fHeterogeneity variance between independent groups was assessed using Levene test (P>.05 indicates no significant difference in variances).