Original Article
The Impact of Group Drumming on Social-Emotional Behavior in Low-Income Children
Table 4
Mean (standard deviation) TRF DSM-oriented scale scores by classroom.
| | TE1 (n = 24) | TE2 (n = 22) | TE3 (n = 30) | TE4 (n = 25) |
| | Condition | D | CN | D | CN | | TRF scale | | | | | | Baseline AN | 0.5 (0.7) | 0.1 (0.3) | 0.5 (1.1) | 0.3 (0.7) | | Post-AN | 0.04 (0.2) | 0.4 (0.6) | 0.2 (0.6) | 0.4 (0.7) | | Difference AN | 0.46 (0.7) | –0.3 (0.6) | 0.3 (0.8) | –0.1 (0.9) | | Baseline AH | 2.5 (2.8) | 4.8 (4.7) | 1.9 (2.8) | 4.7 (4.5) | | Post-AH | 1.1 (1.5) | 5.3 (4.3) | 1.5 (2.5) | 5.9 (4.8) | | Difference AH | 1.4 (2.4) | –0.5 (1.9) | 0.4 (1.6) | –1.2 (2.9) | | Baseline I | 1.7 (1.9) | 2.0 (2.1) | 0.5 (1.2) | 3.0 (3.3) | | Post-I | 0.6 (1.1) | 2.5 (1.8) | 0.2 (0.6) | 3.6 (3.1) | | Difference I | 1.1 (1.5) | –0.5 (1.0) | 0.3 (0.9) | –0.6 (1.8) | | Baseline OD | 0.04 (0.2) | 0.3 (0.7) | 0.9 (2.0) | 0.6 (1.3) | | Post OD | 0.4 (1.2) | 0.4 (1.2) | 0.4 (1.3) | 0.9 (1.6) | | Difference OD | –0.36 (0.2) | –0.1 (1.0) | 0.5 (1.2) | –0.3 (1.0) |
|
|
TE: teacher; D: drumming; CN: control; TRF: Teacher’s Report Form; Difference: difference score (post-intervention/control minus baseline); AN: anxiety problems; AH: attention deficit/hyperactivity problems; I: inattention (subscale of AH); OD: oppositional defiant problems. A positive value for difference scores indicates improvement whereas a negative value indicates worsening of symptoms.
|
