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Table 2 Scores for measures for the intervention (E-PLAYS) group and for the comparator group at baseline, 20 weeks post-randomisation and 40 weeks post-randomisation

From: Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): a feasibility cluster-randomised controlled trial

  E-PLAYS (N = 24) Comparator (N = 26)
  Baseline 20 weeks 40 weeks Baseline 20 weeks 40 weeks
Research assistant completed
TPSa
  N 23 16 14 26 26 25
  Mean (SD) 23.6 (5.6) 23.7 (6.6) 26.2 (7.2) 21.9 (8.3) 23.8 (7.4) 25.7 (6.9)
CELF-5b       
  N 24 17 14 26 26 25
  Mean (SD) 6.2 (2.8) 7.2 (2.5) 5.8 (2.5) 5.5 (3.1) 6.5 (3.0) 6.7 (2.9)
Teacher completed
SDQ (total difficulties)c
  N 20 19 13 22 21 18
  Mean (SD) 18.3 (6.4) 15.9 (4.7) 19.5 (6.6) 16.4 (5.3) 15.2 (5.8) 14.1 (4.6)
SDQ (prosocial)d
  N 20 19 13 22 21 18
  Mean (SD) 4.3 (2.6) 4.7 (2.4) 5.8 (2.1) 4.2 (2.7) 5.1 (2.2) 5.1 (1.7)
CCC-2 (GCC)e
  N 19 20 13 22 21 18
  Mean (SD) 35.2 (11.2) 38.0 (15.8) 30.5 (11.8) 36.1 (14.6) 39.0 (19.1) 43.1 (13.8)
CCC-2 (PLS)f
  N 19 20 13 22 21 18
  Mean (SD) 20.6 (6.8) 20.4 (7.3) 18.0 (7.0) 18.7 (5.3) 19.4 (7.7) 22.1 (6.4)
  1. For all measures, higher scores indicate better outcomes except for SDQ (total difficulties) where a higher score indicates more difficulties
  2. aTest of Pragmatic Skills
  3. bClinical Evaluation of Language Fundamentals-5; subscale Recalling Sentences only
  4. cStrengths and Difficulties Questionnaire, total of all subscales except Prosocial
  5. dStrengths and Difficulties questionnaire, Prosocial subscale only
  6. eChildren’s Communication Checklist, General Communication Composite
  7. fChildren’s Communication Checklist, Pragmatic Language Score, sum of (E—initiation; F—stereotyped language; G—use of context; and H—non-verbal communication subscales)