Table 2.
Effect sizes for comparisons between baseline, treatment, and post treatment phases on academic engagement within and across participants
| Participant | Baseline versus treatment | Baseline versus post-treatment | Treatment versus post-treatment | ||||||
|---|---|---|---|---|---|---|---|---|---|
| Tau | 90% CI | Z-score | Tau | 90% CI | Z-score | Tau | 90% CI | Z-score | |
| Alex | 0.82 | 0.41, 1.0 | 3.28** | 1 | 0.45, 1 | 3.00** | 0.31 | − 0.13, 0.75 | 1.16 |
| Sophia | 0.32 | − 0.11, 0.74 | 1.21 | − 0.19 | − 0.74, 0.36 | − .57 | − 0.49 | − 0.95, − 0.04 | − 1.78† |
| Olivia | 0.88 | 0.55, 1.0 | 4.37*** | 0.72 | 0.23, 1 | 2.44* | 0.32 | − 0.11, 0.76 | 1.22 |
| Combined | 0.69 | 0.47, 0.92 | 5.03*** | 0.52 | 0.21, 0.82 | 2.80** | 0.05 | − 0.20,0.31 | 0.34 |
Academic engagement was measured 1–3 times daily and reported by the parent on home learning days via the daily behavior rating (DBR). Higher academic engagement indicates that the child was actively on-task during home learning for a larger percentage of the hour prior to the rating.†p < .10,*p < .05,**p < .01,***p < .001