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)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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.
q3 i? After controlling for covariates, T2 SRS-2 scores were not significantly different between SCI-A and BAU conditions on most subscales, indicating no clear efficacy differences. → Stichter 2018
q3 i1 On the SRS-2 Cognition subscale, BAU students scored significantly better than SCI-A students (d = 0.31). → 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 · i? · causal · r2
Multilevel models of the 4-year cluster randomized trial (students nested within schools; 146 SCI-A vs 128 BAU assessed at T1) tested main effects on SRS-2 subscales at T2. The article reports "not significantly different between conditions" on most subscales; Table 2 shows Cognition favored BAU (d = 0.31, p = .013).
"There was a general pattern across subscales, whereby T2 SRS-2 scores were not significantly different between conditions, indicating no clear efficacy differences for SCI-A versus BAU."
Discussion¶
Related Claims¶
- 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 — reports the opposite
- 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 classrooms delivered significantly more core social content and evidence-based instructional practices than BAU settings, which spent most time in nonsocial instruction — related
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