Table 3. Changes in ToP social skill item scores over time.

		Descriptive Statistics						Friedman’sc		Post Hoc Pairwise Comparisond
		Pre		Post		Follow up		Pre-post-follow up		Pre to post (p)		Pre to follow up
ToP Itema	Brief Item Description	Med	IQRb	Med	IQR	Med	IQR	Χ2	p	χ2	p	χ2	p
Initiates	The child’s skill/ability to initiate a new activity with another	1.0	1.0	2.0	1.0	2.0	2.0	15.570	< .001	.897	.002	.655	.038
Negotiates	The child’s skill/ability to negotiate with others using ‘give and take’	1.0	1.0	3.0	1.0	3.0	1.0	34.842	< .001	1.103	< .001	1.069	< .001
Shares	The child’s skill/ability to allow others to use toys or ideas about the game	1.0	1.0	3.0	0.5	3.0	0.0	45.596	< .001	1.328	< .001	1.362	< .001
Supports	The child’s skill of helping others; using verbal support or by physical assistance	1.0	1.0	3.0	1.0	3.0	0.5	42.271	< .001	1.328	< .001	1.362	< .001
Social extent	The extent/proportion of time the child interacts with others	1.0	2.5	3.0	0.0	3.0	0.0	34.413	< .001	.966	< .001	1.000	< .001
Social intensity	The intensity/depth of the child’s interactions with other’s during play	1.0	1.0	3.0	1.0	3.0	0.0	45.512	< .001	1.276	< .001	1.362	< .001
Social skill	The child’s skill/ability to interact with others in cooperative and competitive play	1.0	1.5	3.0	1.0	3.0	1.0	39.474	< .001	1.293	< .001	1.293	< .001
Gives cues	The child’s skill/ability to give verbal and non-verbal cues to others	2.0	1.0	3.0	0.0	3.0	0.5	31.654	< .001	.810	.006	.897	.002
Responds to cues	The child’s skill/ability to respond to others' verbal and non-verbal cues	1.0	1.0	3.0	1.0	3.0	0.5	41.238	< .001	1.207	< .001	1.276	< .001

Notes.

^aItems can be rated on: skill, extent and intensity (degree).

^bIQR = Interquartile range.

^cFriedman’s two-way ANOVA.

^dPost hoc pairwise comparison tests p = adjusted p-value after post hoc Dunn-Bonferroni test. Post to follow up: none of the differences were statistically significant.