Skip to main content

Table 1 Demographic information and mean scores on outcome measures for all participants (nā€‰=ā€‰19)

From: Pilot study of the effectiveness of a telehealth group for improving peer relationships for adolescents with neurofibromatosis type 1

Variable (Mean (SD))

Ā 

Age (at time of entry into the study)

14.21 (1.63)

Participant Reported Sex or Gender

Maleā€“ 12 (63%)

Femaleā€“ 7 (37%)

Race/Ethnicity

Whiteā€“ 15 (79%)

Biracialā€“ 2 (10.5%)

Asianā€“ 2 (10.5%)

NF Etiology

Familialā€“ 2 (10.5%)

Sporadicā€“ 17 (89.5%)

KBIT-2 SS

100.21 (14.07)

WIAT-III Word Reading SS

94.21 (12.41)

SCQ Lifetime Raw

5.95 (4.45)

ADHD Diagnosis

No Diagnosisā€“ 8 (42%)

Inattentive Typeā€“ 8 (42%)

Combined Typeā€“ 2 (11%)

Diagnosis Missingā€“ 1 (5%)

Ā 

ā€ƒPretestā€“ Posttest

ā€ƒPretestā€“ Follow-Up^

Timepoints

Pretest

Posttest

Follow-Up^

t

df

p

g

t

df

p

g

SSIS-SEL-P SS

84.47 (10.87)

89.42 (11.61)

91.18 (12.84)

-2.25

18

0.018*

āˆ’ā€‰0.49

-2.34

16

0.016*

āˆ’ā€‰0.54

SSIS-SEL-S SS

96.58 (14.79)

98.11 (13.68)

101.29 (13.12)

āˆ’ā€‰0.69

18

0.25

āˆ’ā€‰0.15

-1.56

16

0.07*

āˆ’ā€‰0.36

SRS-2 T-score

65.47 (9.29)

60.74 (9.93)

59.35 (10.61)

2.85

18

0.005*

0.63

3.33

16

0.002*

0.77

TASSK Raw

15.21 (2.74)

21.37 (3.73)

21.18 (4.35)

-8.34

18

<ā€‰0.001*

-1.83

-6.54

16

<ā€‰0.001*

-1.51

QSQ-Caregiver Raw

1.74 (1.88)

3.16 (1.97)

4.12 (3.53)

-3.85

18

<ā€‰0.001*

āˆ’ā€‰0.85

-2.81

16

0.006*

āˆ’ā€‰0.65

QSQ-Adolescent Raw

4.32 (5.77)

5.42 (5.68)

6.65 (8.08)

āˆ’ā€‰0.97

18

0.17*

āˆ’ā€‰0.21

-1.16

16

0.13*

āˆ’ā€‰0.27

FQS Raw

84.58 (17.78)

86.63 (12.75)

88.88 (15.59)

āˆ’ā€‰0.49

18

0.32

āˆ’ā€‰0.11

-1.22

16

0.12*

āˆ’ā€‰0.28

  1. Note SD: Standard Deviation; KBIT-2: Kaufman Brief Intelligence Testā€“ Second Edition; SS: Standard Score; WIAT-III: Wechsler Individual Achievement Testā€“ Third Edition; SCQ: Social Communication Questionnaire; ADHD: Attention-Deficit/Hyperactivity Disorder; SSIS-SEL-P: Social Skills Improvement System Social-Emotional Learning Parent Form; SSIS-SEL-S: Social Skills Improvement System Social-Emotional Learning Student Form; SRS-2: Social Responsiveness Scaleā€“ Second Edition; TASSK: Test of Adolescent Social Skills Knowledge; QSQ: Quality of Socialization Questionnaire; FQS: Friendship Qualities Scale. Higher standard scores (SS; Meanā€‰=ā€‰100, SDā€‰=ā€‰15) and higher raw scores indicate better abilities. Higher T-scores (Meanā€‰=ā€‰50, SDā€‰=ā€‰10) indicate more impairment. ^ denotes nā€‰=ā€‰17; Italicsā€‰=ā€‰Standardized measure with a mean score within 1 standard deviation; Boldā€‰=ā€‰pā€‰<.05.; * denotes pā€‰<.20 (Lee et al., 2014)