Parent and teacher ratings of social competence improved markedly from pre to post in both ART and control groups, with no differences between the groups¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A repeated measures ANOVA on parent and teacher SSRS social competence scores showed a significant effect of time, F(1, 64) = 58.16, p < .001, with no ART-control differences. → Koposov 2014
Evidence¶
Koposov 2014¶
Koposov, R., Gundersen, K. K. & Svartdal, F. (2014). Efficacy of Aggression Replacement Training among Children from North-West Russia. International Journal of Emotional Education, 6(1), 14-24. https://www.um.edu.mt/cres/ijee
q2 · i? · causal · r2
Repeated measures ANOVA of parent and teacher SSRS social competence ratings in the quasi-experimental evaluation (29-41 parents, 41-48 teachers per group). A significant time effect occurred in both conditions; no effect size is printed.
"The ANOVA indicated a significant effe ct of time, F (1, 64) = 58.16, p < .001, reflecting that SSRS scores for both informants and both conditions changed markedly between pre and post (Figure 4). Obviously, there were no differences between the ART and control groups."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — outcome: instruction changes it
Related Claims¶
- ART effects on self-reported social competence are moderated by age, with reliable effects in the 6-9 and 10-14 groups but not among children aged 15 and older — reports the opposite
- The 30-hour ART programme is associated with a significant increase in children's self-reported overall social competence, with no change in the control group — related
- Parent and teacher ratings of externalizing problem behaviour decreased from pre to post in both intervention and control groups, with no other significant effects — related
- Younger ART participants showed increased self-reported scores on all four SSRS subscales (cooperation, assertion, empathy, self-control) from pre to post, whereas no changes were observed in the control group — related
- Course participants scored higher on social awareness than controls at the end of the course, though the pre-post interaction was not significant — related
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