Skip to main content
. Author manuscript; available in PMC: 2013 Dec 16.
Published in final edited form as: School Psych Rev. 2012;41(4):447–466.

Table 4.

Results of mixed effect analyses for the group × time interaction effects

Post Treatment
 2 Month Follow-Up
Measure df F p ESa df F p ESa
FIQb, d 1, 86 1.00 0.321 0.37 1, 128 3.39 0.068 0.65
PESc, d 1, 85 0.90 0.347 0.13 1, 128 0.06 0.804 –0.24
PTIQc 1, 85 0.07 0.787 0.26 1, 127 0.00 0.962 –0.13
PCRQ - N/IDc, d 1, 84 9.38 0.003 0.60 1, 126 6.15 0.015 0.43
DPICS-CP-DOb 1, 83 7.51 0.008 0.80 1, 123 5.32 0.023 0.60
DPICS-CP-DONTc 1, 83 0.77 0.383 0.41 1, 123 1.08 0.300 0.26
DPICS-CU-DOb 1, 83 8.01 0.006 0.66 1, 123 2.73 0.101 0.24
DPICS-CU-DONTb, c, d 1, 83 2.62 0.109 –0.43 1, 123 2.85 0.094 –0.36
DPICS-CU-COMd 1, 82 2.20 0.142 0.54 1, 121 0.20 0.660 0.07
SNAP - Pc, d 1, 85 0.63 0.430 0.15 1, 128 0.42 0.517 –0.07
SNAP - T 1, 90 6.72 0.011 0.75 1, 132 4.34 0.039 0.84
ACESc, d 1, 80 0.55 0.461 0.36 1, 118 0.21 0.646 –0.02
STRS 1, 91 5.00 0.028 0.54 1, 135 1.35 0.247 0.37

Note.

a

ES estimates were computed by comparing change scores between groups and dividing by the standard deviation of change scores for the treatment group (FSS-EE). Positive ES indicate larger improvements for FSS-EE participants as compared to CARE participants.

b

Analyses were conducted with adjustments for baseline differences between groups.

c

Time effect was significant at post treatment.

d

Time effect was significant at 2 month follow-up.

FIQ = Family Involvement Questionnaire; PES = Parent as Educator Scale; PTIQ = Parent-Teacher Involvement Questionnaire; PCRQ – N/ID = Parent-Child Relationship Questionnaire – Negative/Ineffective Discipline; DPICS = Dyadic Parent-child Interaction Coding System (CP = child-led play, CU = cleanup, DO = do skills, DONT = don't skills, COM = child compliance); SNAP = Swanson, Nolan, and Pelham questionnaire; ACES = Academic Competence Evaluation Scale; STRS = Student-Teacher Relationship Scale.