Original Article
The Impact of Group Drumming on Social-Emotional Behavior in Low-Income Children
Table 3
Mean (standard deviation) TRF narrow-band syndrome scale scores by classroom.
| | TE1 (n = 24) | TE2 (n = 22) | TE3 (n = 30) | TE4 (n = 25) |
| | Condition | D | CN | D | CN | | TRF scale | | | | | | Baseline WD | 0.6 (1.5) | 1.8 (1.8) | 1.9 (2.1) | 3.1 (3.0) | | Post-WD | 0.1 (0.5) | 2.5 (2.1) | 1.1 (1.3) | 3.2 (2.6) | | Difference WD | 0.5 (1.6) | –0.7 (2.4) | 0.8 (1.3) | –0.1 (1.6) | | Baseline AP | 4.2 (4.6) | 9.7 (9.2) | 3.1 (4.6) | 9.1 (8.1) | | Post-AP | 1.8 (2.3) | 10.8 (7.6) | 2.6 (4.1) | 10.6 (8.0) | | Difference AP | 2.4 (4.0) | –1.1 (4.1) | 0.5 (2.3) | –1.5 (4.4) | | Baseline IN | 3.2 (3.7) | 6.0 (5.5) | 1.5 (2.9) | 6.8 (7.1) | | Post-IN | 1.0 (1.7) | 7.2 (4.9) | 0.8 (1.8) | 7.9 (6.5) | | Difference IN | 2.2 (3.1) | –1.2 (3.3) | 0.7 (1.5) | –1.1 (3.7) |
|
|
TE: teacher; D: drumming; CN: control; TRF: Teacher’s Report Form; Difference: difference score (post-intervention/control minus baseline); WD: withdrawn/depressed; AP: attention problems; IN: inattention (subscale of AP). A positive value for difference scores indicates improvement whereas a negative value indicates worsening of symptoms.
|
