Table 3.
Academic functioning at 1-2 month follow-up (teacher reports) and 2-4 month follow-up (achievement testing)
| Variable | BPT (n=27) | CET (n=52) | ICT (n=29) | Pre-Treatment to Post-Treatment/Follow-up Change (Cohen’s d Effect Sizes) | |||||
|---|---|---|---|---|---|---|---|---|---|
|
| |||||||||
| M | SD | M | SD | M | SD | BPT | CET | ICT | |
| Teacher-Perceived Academic Functioning (APRS Raw Scores) | |||||||||
| Academic Success | 24.82 | 4.72 | 23.83 | 4.46 | 21.41 | 4.12 | −0.09, ns | 0.55 * | 0.00, ns |
| Impulse Control | 8.15 | 1.98 | 8.19 | 2.28 | 8.41 | 1.99 | −0.10, ns | 0.48 * | 0.15, ns |
| Academic Productivity | 40.26 | 6.07 | 42.04 | 6.65 | 37.76 | 7.71 | 0.15, ns | 0.53 * | 0.27, ns |
| Objectively-Assessed Academic Achievement (KTEA GSV Scores) | |||||||||
| Reading Comprehension | 527.44 | 16.03 | 522.96 | 12.93 | 519.83 | 21.44 | 0.25, ns | 0.78 * | 0.86 * |
| Math Concepts & Applications | 531.82 | 14.32 | 523.10 | 17.61 | 516.52 | 23.32 | 0.96 * | 1.30 * | 0.87 * |
| Listening Comprehension | 516.67 | 12.67 | 512.90 | 9.98 | 511.21 | 14.73 | 0.01, ns | 0.24, ns | 0.20, ns |
Note. Effect sizes and statistical tests reflect paired-sample T-tests (pre/post or pre/follow-up). Cohen’s d effect sizes are interpreted as small = .20; medium = .50; large = .80.
*
= statistically significant change (p < .05 and BF10 > 3.0).
BPT = behavioral parent training; CET = Central Executive Training; ICT = Inhibitory Control Training; APRS = Academic Performance Rating Scale; KTEA = Kaufman Test of Educational Achievement; GSV = standardized growth scale values (for all subtests, the average GSV for grade 3 is anchored at 500). Higher scores = better functioning on all subscales/subtests.