TABLE 4.
Unadjusted means and standard deviations, boys, and girls, N = 285.
| Intervention (n = 145) |
Control (n = 140) |
||||||||
| Pre-test |
Post-test |
Pre-test |
Post-test |
||||||
| M | SD | M | SD | M | SD | M | SD | ||
| Primary outcomes (CT) | |||||||||
| ACES-emotional knowledge | Boys | 6.947 | 2.023 | 7.528 | 1.405 | 6.965 | 1.672 | 7.667 | 1.324 |
| Girls | 7.032 | 1.707 | 8.013 | 1.246 | 7.115 | 1.603 | 7.254 | 1.510 | |
| CST-emotional awareness | Boys | 3.961 | 1.453 | 4.333 | 1.301 | 4.354 | 1.849 | 4.284 | 1.338 |
| Girls | 4.103 | 1.600 | 4.485 | 1.341 | 4.389 | 1.832 | 4.476 | 1.422 | |
| CST-SPS: competent | Boys | 2.300 | 2.293 | 2.886 | 2.253 | 2.581 | 2.134 | 2.361 | 2.037 |
| Girls | 2.533 | 2.378 | 3.226 | 2.432 | 2.201 | 2.144 | 3.130 | 2.238 | |
| CST-SPS: aggressive | Boys | 1.274 | 1.866 | 0.749 | 1.344 | 0.818 | 1.410 | 0.818 | 1.858 |
| Girls | 0.562 | 1.021 | 0.237 | 0.796 | 0.379 | 0.802 | 0.533 | 1.211 | |
| CST-SPS: inept | Boys | 0.604 | 1.040 | 0.634 | 1.164 | 0.768 | 1.246 | 0.604 | 1.123 |
| Girls | 0.642 | 1.311 | 0.498 | 1.038 | 0.297 | 0.700 | 0.407 | 0.868 | |
| IC1: knock and Tap | Boys | 23.387 | 6.310 | 25.674 | 5.592 | 22.934 | 7.186 | 24.313 | 6.381 |
| Girls | 24.305 | 6.740 | 25.943 | 5.743 | 23.936 | 5.749 | 25.693 | 4.715 | |
| IC2: day-Night task | Boys | 24.695 | 14.687 | 29.955 | 13.654 | 27.383 | 14.871 | 33.527 | 11.364 |
| Girls | 28.711 | 12.802 | 34.128 | 12.358 | 26.823 | 15.113 | 35.739 | 11.681 | |
| WM: word span task | Boys | 10.643 | 4.487 | 12.938 | 4.555 | 10.759 | 4.217 | 12.169 | 4.732 |
| Girls | 10.913 | 4.620 | 13.128 | 4.253 | 10.933 | 4.758 | 11.197 | 4.254 | |
| Secondary outcomes | |||||||||
| Prosocial/communication skills | Boys | 2.749 | 0.962 | 2.811 | 0.978 | 2.655 | 0.893 | 3.009 | 0.893 |
| Girls | 3.109 | 0.753 | 3.289 | 0.743 | 3.078 | 0.816 | 3.282 | 0.758 | |
| Emotional self-regulation | Boys | 2.529 | 1.024 | 2.403 | 1.089 | 2.532 | 0.917 | 2.643 | 0.985 |
| Girls | 2.927 | 0.763 | 3.046 | 0.801 | 2.783 | 0.903 | 2.943 | 0.932 | |
| Academic skills | Boys | 2.837 | 0.961 | 2.866 | 1.067 | 2.872 | 0.848 | 3.163 | 1.033 |
| Girls | 3.406 | 0.675 | 3.552 | 0.783 | 3.273 | 0.808 | 3.413 | 0.955 | |
| Prosocial skills (observer) | Boys | 3.536 | 0.780 | 3.633 | 0.720 | 3.505 | 0.835 | 3.506 | 0.659 |
| Girls | 3.660 | 0.690 | 3.952 | 0.718 | 3.774 | 0.578 | 3.684 | 0.549 | |
| Task orientation | Boys | 2.787 | 0.780 | 2.872 | 0.858 | 2.803 | 0.975 | 2.945 | 0.921 |
| Girls | 3.030 | 0.856 | 3.187 | 0.860 | 3.034 | 0.825 | 3.066 | 0.749 | |
| Social cooperation | Boys | 2.494 | 0.505 | 2.434 | 0.572 | 2.545 | 0.421 | 2.619 | 0.473 |
| Girls | 2.788 | 0.319 | 2.773 | 0.362 | 2.670 | 0.430 | 2.742 | 0.436 | |
| Social interaction | Boys | 2.165 | 0.620 | 2.298 | 0.550 | 2.316 | 0.528 | 2.497 | 0.501 |
| Girls | 2.478 | 0.503 | 2.649 | 0.392 | 2.601 | 0.463 | 2.748 | 0.402 | |
| Social independence | Boys | 2.554 | 0.465 | 2.622 | 0.499 | 2.579 | 0.443 | 2.708 | 0.392 |
| Girls | 2.743 | 0.349 | 2.777 | 0.330 | 2.783 | 0.322 | 2.834 | 0.290 | |
| Distal outcomes | |||||||||
| Social withdrawal | Boys | 0.637 | 0.627 | 0.635 | 0.699 | 0.869 | 0.630 | 0.716 | 0.620 |
| Girls | 0.356 | 0.471 | 0.401 | 0.514 | 0.611 | 0.531 | 0.597 | 0.619 | |
| Anxiety/somatic symptoms | Boys | 0.408 | 0.540 | 0.511 | 0.597 | 0.642 | 0.647 | 0.600 | 0.616 |
| Girls | 0.327 | 0.484 | 0.268 | 0.446 | 0.463 | 0.495 | 0.557 | 0.635 | |
| Aggression | Boys | 0.596 | 0.787 | 0.798 | 0.844 | 0.624 | 0.674 | 0.619 | 0.757 |
| Girls | 0.225 | 0.517 | 0.316 | 0.611 | 0.295 | 0.499 | 0.298 | 0.646 | |
| Inattention | Boys | 1.004 | 0.848 | 1.020 | 0.788 | 0.762 | 0.809 | 0.619 | 0.754 |
| Girls | 0.529 | 0.585 | 0.455 | 0.605 | 0.593 | 0.743 | 0.427 | 0.741 | |
| Hyperactivity/impulsivity | Boys | 0.833 | 0.719 | 1.147 | 0.914 | 0.700 | 0.811 | 0.700 | 0.841 |
| Girls | 0.517 | 0.653 | 0.528 | 0.684 | 0.557 | 0.660 | 0.416 | 0.706 | |