Table 6. Observed classroom behaviours at baseline vs follow-up using paired data from individual participants’ two measurement periods.

	Participants with at least one unmet visual need at baseline (n = 90)			Participants whose visual needs were met at baseline (n = 110)
Target behaviour	Baseline Count	Follow-up Count	Wilcoxon signed rank test, z (p)	Baseline Count	Follow-up Count	*Wilcoxon signed rank test, z (p)
	Median (IQR)	Median (IQR)		Median (IQR)	Median (IQR)
Initiates engagement	3 (1–5)	2 (1–4)	-0.039 (0.485)	3 (1–6)	2 (1–5)	-1.632 (0.052)
Teachers’ positive comment	2 (1–5)	2 (0–4)	-0.115 (0.454)	2 (0–5)	1 (0–3)	-2.617 (0.005)
Off task	1 (0–3)	0 (0–2)	-1.817 (0.035)	0 (0–2)	0 (0–1)	-0.641 (0.261)
Not visually engaged with task	0 (0–0)	0 (0–0)	-0.881 (0.189)	0 (0–0)	0 (0–0)	-0.408 (0.342)
Repetitive behaviour	0 (0–1)	0 (0–0)	-1.525 (0.064)	0 (0–0)	0 (0–1)	-1.632 (0.052)

*The Wilcoxon signed rank test was applied to test the null hypothesis that there was no difference in count between baseline and follow-up against the alternative hypothesis of an improvement in behaviour. Negative z values represent an improvement in the following behaviours (off task, not visually engaged, repetitive behaviours) and positive z values represent an improvement in the remainder (initiates engagement, teachers’ positive comment). Only p-values less than 0.05 which are associated with improved scores (the hypothesis under test) should be considered significant in this one-tailed analysis.