Changes in self-efficacy in Japanese school-age children with and without high autistic traits after the Universal Unified Prevention Program: a single-group pilot study

Table 4 An across-time comparison of the 3 ASD groups using a linear mixed-effects model

	ASD traits	T1		T2		p value^d	T3		p value^e
	ASD traits	Estimate	95%CI	Estimate	95%CI	p value^d	Estimate	95%CI	p value^e
Primary outcome
Self-efficacy^a
	ASD-Unlikely	26.53	(25.98–27.08)	26.59	(25.96–27.21)	0.84	27.29	(26.64–27.95)	< 0.01**
	ASD-Possible	23.12	(21.04–25.19)	23.93	(22.02–25.84)	0.26	23.65	(21.71–25.60)	0.38
	ASD-Probable	22.30	(18.67–25.93)	23.90	(19.55–28.25)	0.14	25.20	(21.59–28.81)	0.04*
Secondary outcome
Social skills^b
	ASD-Unlikely	96.83	(93.84–99.83)	99.02	(96.26–101.8)	0.02*	100.00	(97.28–102.7)	< 0.01**
	ASD-Possible	93.03	(82.74–103.3)	96.31	(87.21–105.4)	0.07	95.38	(86.45–104.3)	0.38
	ASD-Probable	76.75	(56.99–96.51)	86.75	(59.73–113.8)	0.15	87.75	(65.42–110.1)	0.34
Mental health^c
Self-rated	ASD-Unlikely	11.11	(10.34–11.89)	10.55	(9.78–11.33)	0.07	9.08	(8.31–9.85)	< 0.01**
	ASD-Possible	14.69	(12.44–16.94)	13.28	(10.99–15.57)	0.14	13.04	(10.79–15.29)	0.07
	ASD-Probable	19.50	(14.70–24.30)	15.70	(10.90–20.50)	0.02*	14.90	(10.10–19.70)	< 0.01**
Parent-rated	ASD-Unlikely	6.54	(6.05–7.03)	6.44	(5.92–6.96)	0.66	6.14	(5.61- 6.67)	0.07
	ASD-Possible	13.06	(11.14–14.98)	12.89	(10.89–14.90)	0.84	12.31	(10.27–14.34)	0.37
	ASD-Probable	19.50	(16.16–22.84)	19.43	(16.09–22.77)	0.95	16.90	(13.56–20.24)	0.03*
Teacher-rated	ASD-Unlikely	4.49	(3.62–5.35)	4.92	(4.05–5.78)	0.22	4.62	(3.76–5.49)	0.70
	ASD-Possible	5.26	(2.40–8.13)	5.96	(3.15–8.77)	0.54	6.73	(3.92–9.54)	0.21
	ASD-Probable	14.36	(7.46–21.26)	8.17	(1.24–15.10)	0.02*	10.36	(3.42–17.29)	0.08

ASD Autism Spectrum Disorder, CI confidence interval
T1: Baseline, T2: immediately after the program, T3: three months after the program finished
^*p < .05, **p < .01
^aAssessed with the GSESC-R General Self-Efficacy Scale for Children-Revised
^bAssessed with the CSSS Children’s Social Skills Scale
^cAssessed with the SDQ Strengths and Difficulties Questionnaire
^dComparing the T2 and baseline (T1) estimated scores
^eComparing the T3 and baseline (T1) estimated scores

ISSN: 1753-2000