VIQ moderated SCI-A response: lower-VIQ students benefited on communication, while higher-VIQ students showed worse outcomes on social cognition, communication, and motivation¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
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 i2 The VIQ × condition interaction was significant for Social Cognition, Communication, Motivation, and Restricted/Repetitive Behavior subscales; at lower VIQ, SCI-A positively impacted social communication (d = −0.50). → Stichter 2018
q3 i3 At higher VIQ, SCI-A students had higher SRS-2 scores than BAU students on social cognition (d = 1.02), communication (d = 0.67), and motivation (d = 1.02). → 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 probing simple slopes at VIQ 85 and 115 in the CRT. Interactions were significant for four subscales (p = .004–.050); low-VIQ simple slopes favored SCI-A (d = −0.50 for communication), high-VIQ slopes favored BAU (d up to 1.02).
"Examination of effect sizes of simple slopes indicated that for groups characterized by lower VIQ, SCI-A students had lower SRS-2 scores relative to BAU students, indicating SCI-A had positive impact on social communication (d = −0.50) for this group."
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 — 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) — 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
- 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
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