Table 2.
Raw scores of child behaviour outcomes observed over a total of 1 h, child behaviour through teacher and parent report, child attendance and parents’ attitude to school at baseline and post-intervention by group
| Intervention (n = 113) |
Control (n = 112) |
|||
|---|---|---|---|---|
| Baseline | Post-intervention | Baseline | Post-intervention | |
| Structured observations of child behaviour, median (range) | ||||
| Aggressive/destructive behavioura | 12 (0–50) | 9 (0–50) | 13 (0–45) | 13 (0–49) |
| Friendship skillsa | 4 (0–29) | 9 (0–47) | 5 (0–38) | 4 (0–23) |
| Disruptive behaviourb | 32 (3–89) | 23 (2–127) | 32 (6–98) | 32 (3–164) |
| Rating scales of child behaviour,c mean (s.d.) | ||||
| Conduct problems | 2.70 (0.85) | 2.35 (0.79) | 2.81 (0.85) | 2.63 (0.88) |
| Activity level | 3.32 (0.73) | 3.27 (0.50) | 3.19 (0.67) | 3.32 (0.52) |
| Follows rules and expectations | 4.75 (0.72) | 5.09 (0.72) | 4.63 (0.67) | 4.79 (0.68) |
| On-task behaviour | 4.95 (0.87) | 5.52 (0.70) | 4.85 (0.84) | 5.14 (0.81) |
| Teacher reports of child behaviour, mean (s.d.) | ||||
| Conduct problems (SESBI) | 154.29 (44.38) | 123.99 (47.13) | 152.45 (31.96) | 145.07 (38.59) |
| ADHD symptoms (Connor's Global Index) | 16.63 (6.05) | 12.44 (6.68) | 16.74 (5.90) | 15.72 (6.36) |
| Child social skills (PKBS) | 67.00 (13.86) | 77.22 (14.25) | 70.60 (12.58) | 73.04 (11.41) |
| Total behaviour difficulties (SDQ) | 17.27 (6.51) | 14.73 (6.93) | 16.54 (5.03) | 16.48 (5.69) |
| Prosocial skills (SDQ) | 5.30 (2.31) | 7.09 (2.23) | 5.49 (2.32) | 5.87 (1.90) |
| Parent reports of child behaviour, mean (s.d.) | ||||
| Conduct problems (ECBI) | 120.05 (22.66) | 121.67 (23.91) | 119.83 (24.26) | 127.22 (23.97) |
| Total behaviour difficulties (SDQ) | 15.73 (5.67) | 16.33 (5.61) | 15.54 (5.17) | 16.34 (5.06) |
| Prosocial skills (SDQ) | 7.33 (2.23) | 7.83 (2.20) | 7.82 (1.87) | 7.65 (2.10) |
| Child attendance and parent involvement in school, median (range) | ||||
| School attendance | 92 (31–100) | 90 (48–100) | 91 (45–100) | 88 (30–100) |
| Parents’ attitude to schoold | – | 28.0 (5–39) | – | 27.5 (12–37) |
SESBI, Sutter–Eyberg School Behavior Inventory; ADHD, attention-deficit hyperactivity disorder; PKBS, Preschool and Kindergarten Behavior Scales; SDQ, Strengths and Difficulties Questionnaire; ECBI, Eyberg Child Behavior Inventory.
a
Event sampling.
b
Instantaneous sampling at 15s intervals (maximum possible score 240).
c
Mean of 12 ratings conducted every 5min on a scale 0–7, where 0 is low and 7 is high.
d
n = 210 (105 intervention, 105 control).