FSIQ significantly moderated SCI-A response only on communication, where lower-FSIQ students did better in SCI-A than in BAU and higher-FSIQ students did worse¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 The FSIQ × condition interaction was significant only for the Communication subscale (p = .037); on awareness, cognition, motivation and restricted/repetitive behavior it was not significant (p = .073 to .194). On communication, SCI-A students at lower FSIQ (85) had lower (better) SRS-2 scores than BAU students (d = −0.46). → Stichter 2018 q3 i2 On communication, SCI-A students at higher FSIQ (115) had higher (more problematic) SRS-2 scores than BAU students (d = 0.54); the authors read the simple slopes as SCI-A being less effective for higher-IQ students. → Stichter 2018

Evidence¶

Stichter 2018¶

Stichter, J. P., Herzog, M. J., Kilgus, S. P., & Schoemann, A. M. (2018). Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes. Behavior Modification, 42(1), 84-107 (published online 2017). https://doi.org/10.1177/0145445517698654

q3 · i2 · causal · r2

Multilevel moderation analysis of the cluster randomized trial (SCI-A n = 146, BAU n = 123 students), probing simple slopes at FSIQ 85 and 115. The FSIQ × condition interaction was significant only for Communication (p = .037); for the other four SRS-2 subscales it was not significant, and the authors report that they "demonstrated the same intervention effect pattern across values of FSIQ". Simple-slope effect sizes at low FSIQ were d = −0.27 (motivation) to −0.46 (communication) on awareness, communication and motivation, favouring SCI-A; at high FSIQ they were positive (d = 0.40 to 0.93), favouring BAU. Only the communication pattern rests on a significant moderation.

"For groups characterized by lower FSIQ, students in SCI-A had lower T2 SRS-2 scores relative to BAU students, indicating more positive social behavior within the SCI-A group, on social awareness (d = −0.40), communication (d = −0.46), and motivation (d = −0.27)."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• VIQ moderated SCI-A response: lower-VIQ students benefited on communication, while higher-VIQ students showed worse outcomes on social cognition, communication, and motivation — related
• The VIQ–NVIQ discrepancy moderated SCI-A response: students with VIQ at least 11 points below NVIQ showed large positive effects, while those with VIQ above NVIQ showed large negative effects — related
• SCI-A and BAU showed no significant differences on most SRS-2 subscales at postintervention, with BAU significantly better on Social Cognition (d = 0.31) — reports the opposite
• SCI-A classrooms delivered significantly more core social content and evidence-based instructional practices than BAU settings, which spent most time in nonsocial instruction — related