An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

Table 3

SCI-A assessment battery: percent change from pre- to postassesment (𝑛=6).

	Individual change pre- to postassesment						Group level
	Shawn	Jason	William	Ryan	Chris	Jeremy	Mean %; Δ	𝑡-value
Student performance data
ToM: Candy Box	P/P	P/P	P/P	P/P	P/P	P/P
ToM: Sally-Anne	P/P	P/P	F/P	P/P	F/P	P/P
ToM: Friends ABC Story	F/P	P/P	P/P	P/P	P/P	P/P
ToM: Ice Cream Story	P/P	F/P	F/P	P/P	P/P	P/P
Reading in Mind’s Eye	0	11	0	−19	50	0	7	0.42
Faux Pas Stories	−11	29	−10	11	12	12	7	1.00
DANVA	0	5	5	10	20	24	10	3.05*
Teacher reports
SRS total	46	46	54	4	−30	48	28	2.03^+
Social awareness	67	20	38	−9	−17	27	21	1.66
Social cognition	43	50	69	0	−57	58	27	1.34
Social communication	48	44	51	11	−35	54	29	2.20^+
Social motivation	37	53	50	21	−25	50	31	2.82*
Autistic mannerisms	33	54	61	−11	−13	38	27	1.48
BRIEF global executive composite	18	7	20	−4	0	21	10	2.29^+
Behavioral regulation	8	4	23	−4	−4	25	9	1.51
Metacognition	21	8	18	−2	1	17	11	2.70*

Notes: ToM measures P: pass, F: fail, indicated as pre/postassesment; Mind’s Eye, Faux Pas, DANVA percent change calculated as (post-pre)/preassesment; SRS and BRIEF percent change calculated as (pre-post)/preassesment.