Skip to main content
. 2015 Dec 29;44(2):203–216. doi: 10.1007/s10488-015-0712-3

Table 6.

Means, standard deviations, effect sizes, and multivariate analyses of covariance (MANCOVA) on child behavior by generation of therapists

Groups G1 G2 G3 Omnibus test
Outcomes Pre-treatment M (SD) Post-treatment M (SD) Pre-treatment M (SD) Post-treatment M (SD) Intake M (SD) Post-treatment M (SD) F p
Parent reports .846 .535
 CBCL EXT 26.91 (9.21) 18.83 (12.37) 26.05(10.43) 16.84 (9.14) 20.55 (8.67) 14.72 (7.35)
 CBCL INT 14.23 (9.62) 11.25 (7.35) 13.55 (7.63) 10.13 (7.42) 11.75 (8.15) 8.21 (5.97)
 SSRS 87.00 (11.34) 90.66 (12.71) 89.37 (11.69) 95.26 (13.39) 89.36 (11.70) 92.77 (11.39)
Teacher reports .391 .885
 TRF EXT 25.82 (14.36) 21.52 13.57) 20.81 (15.54) 18.56 (15.94) 18.53 (14.64) 17.13 (15.02)
 TRF INT 8.58 (6.71) 8.20 (7.87) 9.89 (7.15) 9.04 (6.93) 8.22 (6.81) 8.46 (7.81)
 SSRS TEA 66.78 (10.40) 69.17 (.73) 70.15 (9.90) 70.90 (10.74) 69.60 (11.47) 69.76 (11.14)

CBCL child behavior check list, EXT externalizing behavior problems, INT internalizing behavior problems, SSRS social skills rating scale, TRF Teacher Report Form

Parent reports G1 N = 49, G2 N = 107, and G3 N = 45. Teacher reports G1 N = 46, G2 N = 93, and G3 N = 42

aA higher score indicates more social skills. Children’s behavior pre-treatment scores were used as covariates in all models. (All were significant at p < .001)