Implementation and Evaluation of an Intervention for Children in Afghanistan at Risk for Substance Use or Actively Using Psychoactive Substances

Table 2

Internal consistency reliability at residential treatment entry, estimated marginal means (), Standard Errors (SE), and sample sizes at outpatient assessment, residential treatment entry, residential treatment completion, and community follow-up for the younger child sample ().

Evaluation measure		Outpatient assessment	Residential treatment entry	Residential treatment completion	Community follow-up
		(SE)	(SE)	(SE)	(SE)
Child Revised Impact of Events Scale (CRIES)	.95	9.6 (.29) 544	5.5 (.26) [689	1.7 (.27) [607	10.5 (.72) [83
Self-Report for Childhood Anxiety Related Emotional Disorders (SCARED)
Panic Disorder	.94	14.2 (.28) 544	15.6 (.25) 686	2.8 (.26) 604	4.1 (.71) 82
Generalized Anxiety Disorder	.91	8.6 (.20) 544	9.6 (.18) 686	2.0 (.19) 604	4.4 (.52) 82
Separation Anxiety Disorder	.88	9.2 (.17) 544	9.8 (.15) 686	3.5 (.16) 604	4.1 (.43) 82
Social Anxiety Disorder	.83	7.9 (.14) 544	8.6 (.13) 686	3.6 (.13) 604	4.6 (.36) 82
School Avoidance	.88	3.1 (.11) 544	4.2 (.09) 686	0.6 (.10) 604	1.6 (.27) 82
Total SCARED Score	.95	43.1 (.79) 544	47.9 (.70) 686	12.5 (.75) 604	18.3 (2.03) 82
Child Strengths and Difficulties Questionnaire (SDQ)
Emotional Symptoms	.81	5.4 (.11) 538	5.7 (.10) 685	1.3 (.11) 609	2.6 (.29) 83
Conduct Problems	.75	4.9 (.10) 538	5.3 (.09) 685	1.5 (.10) 609	2.9 (.27) 83
Hyperactivity	.70	5.02 (.10) 538	6.0 (.09) 685	2.4 (.10) 609	4.3 (.26) 83
Peer Problems	.56	4.9 (.10) 538	4.9 (.09) 685	2.5 (.09) 609	3.2 (.25) 83
Prosocial	.74	4.8 (.12) 538	3.3 (.11) 685	6.3 (.12) 609	3.3 (.31) 83
Total SDQ Score	.91	20.3 (.36) 538	21.9 (.32) 685	7.8 (.34) 609	12.9 (.92) 83

Notes. α = Cronbach’s measure of internal consistency reliability, which was calculated at residential treatment entry (at the largest sample sizes). Theoretical range of scores—CRIES: 0–24; SCARED Panic Disorder subscale: 0–26; SCARED Generalized Anxiety Disorder subscale: 0–18; SCARED Separation Anxiety subscale: 0–16; SCARED Social Anxiety subscale: 0–14; SCARED School Avoidance subscale: 0–8; SCARED Total scale: 0–82; SDQ subscales: 0–10; SDQ Total scale: 0–50. For all measures except the SDQ Prosocial subscale, higher scores indicate greater problem severity in the area measured (for the SDQ Prosocial scale, higher scores indicate a more prosocial orientation). Sample sizes do not equal 689 because not all children were given all measures at all times. A model that included the Gender X Time interaction effect for both SCARED Panic Disorder and SDQ Hyperactivity failed to reach a solution due to an infinite likelihood, so the model was refit without the interaction term; the means in this table were estimated from this latter model. Means that share the same superscript are not significantly different from each other using the Dunn-Sidak correction to conduct post hoc tests.