FSS-PSV implementation did not produce a group difference in social skills: both experimental and control groups increased significantly¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no significant interaction between group and time factor for total social skill scores (F = 0.23, p = .23); both groups increased significantly from pretest to posttest and kept the gain at follow-up. → Çelik 2016

Evidence¶

Çelik 2016¶

Çelik, S., Diken, İ. H., Çolak, A., Arıkan, A., Bozkurt, F., & Tomris, G. (2016). Effectiveness of the preschool version of the first step to success early intervention program for preventing antisocial behaviors. Educational Sciences: Theory & Practice, 16, 511-535. https://doi.org/10.12738/estp.2016.2.0317

q3 · i? · causal · r1

3×2 mixed ANOVA of PKBS social skill scores for 11 experimental and 11 control children; the article reports a significant pretest-to-posttest increase for both groups (p = .00) and no change from posttest to follow-up (p = 1.00).

"Examining the ANOVA summary table, it would be seen that there was not any significant interaction between experimental or control group and time factor (F = 0.23, p = .23)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• FSS-PSV reduced total problem behaviors of preschoolers at risk of antisocial behaviors, with a significant group × measurement-time interaction — related
• Within the experimental group, FSS-PSV significantly decreased total problem behaviors from pretest to posttest and follow-up — related
• Within the experimental group, social skill scores increased significantly from pretest to posttest and follow-up — related
• FSS-PSV significantly decreased externalized problem behaviors of experimental-group children, its basic aim — related
• VR-assisted and Lego social competence education both increased rural elementary children's social competence over eight sessions (Study 1), with no significant difference between the two approaches — related
• Teachers and parents reported positive social validity of FSS-PSV, with most happy with the program and willing to recommend it — related
• Control-group children also improved significantly on social adaptation and skills, but their gains included negative-rank changes unlike the study group — related