TABLE 5.
Showing the post hoc analysis on the efficacy of cognitive-behavioural therapy, social skills training and combined cognitive-behavioural therapy and social skills training in the treatment of conduct disorder amongst in-school adolescents.
| (I) Groups | (J) Groups | Mean difference (I-J) | Std. Error | Sig. |
|---|---|---|---|---|
| Control group | CBT | 1.45* | 0.36 | 0.002 |
| SST | 1.60* | 0.36 | 0.001 | |
| CBT + SST | 1.70* | 0.36 | 0.000 | |
| CBT | Control group | −1.45* | 0.36 | 0.002 |
| SST | 0.15 | 0.36 | 0.681 | |
| CBT + SST | 0.25 | 0.36 | 0.496 | |
| SST | Control group | −1.60* | 0.36 | 0.001 |
| CBT | −0.15 | 0.36 | 0.681 | |
| CBT + SST | 0.10 | 0.36 | 0.784 | |
| CBT + SST | Control group | −1.70* | 0.36 | 0.000 |
| CBT | −0.25 | 0.36 | 0.496 | |
| SST | −0.10 | 0.36 | 784 |
CBT, cognitive-behavioural therapy; SST, social skills training.
*
, significant at 0.01 level.