Examining the impact of a social skills training program on preschoolers’ social behaviors: a cluster-randomized controlled trial in child care centers

Table 1 Descriptive Statistics of the Sample According to Intervention Conditions

	Control	Intervention	p-value
	(n = 176)	(n = 185)	p-value
Sex (boy) ^a	86 (49.1%)	98 (52.7%)	0.57
Age (months)^b	52.8 (5.0)	54.5 (4.5)	p < 0.01
Age (months)^b	164	165
Children with a developmental diagnosis ^a	7 (4.3%)	10 (6.1%)	0.47
Children with a developmental diagnosis ^a	162	164
Siblings ^a	128 (78.5%)	143 (86.7%)	0.12
Siblings ^a	163	165
Language spoken at home ^a			0.56
French	123 (76.4%)	117 (71.3%)
English	4 (2.5%)	4 (2.4%)
Other	34 (21.1%)	43 (26.2%)
Other	161	164
Number of months the child attended childcare ^b	39.4 (9.3)	40.2 (9.9)	0.46
Number of months the child attended childcare ^b	151	159
Child care hours/week ^a			0.26
Less than 30 h	24 (14.6%)	35 (21.2%)
Between 30 and 40 h	104 (63.4%)	95 (57.6%)
More than 40 h	36 (22.0%)	35 (21.2%)
More than 40 h	164	165
Family socio-economic status ^a			0.04
Low socio-economic status	28 (18.7%)	15 (10.1%)
Middle-high socio-economic status	122 (81.3%)	133 (89.9%)
Middle-high socio-economic status	150	148

^a Frequency (%)
^b Mean (SD)
Note1. SD = Standard deviation
Note 2. We used bivariate analyses (t-test for continuous variables and chi-square for categorical variables) to verify whether socio-demographic characteristics of the child’s family were balanced between the intervention and control groups

ISSN: 2050-7283