Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

storybook readings positively predicted post-intervention AKT affective perspective
taking scores after partialing the effects of pre-intervention AKT affective perspective
taking scores and the effect code for experimental group assignment (t = 2.34, p < .05),
indicating that children‘s post-intervention AKT affective perspective taking scores
increased as participation in intervention storybook readings increased, even given the
effects of pre-intervention AKT affective perspective taking scores and the effect code
for experimental group assignment. Neither teachers‘ mean scores for the book reading
log item nor the mean length of audiotaped storybook readings predicted post-
intervention AKT affective perspective taking scores after partialing the effects of pre-
intervention AKT affective perspective taking scores and the effect code for experimental
group assignment.
Results also revealed findings for one additional variable included in the first step
of the analysis. Children‘s pre-intervention AKT perspective taking scores positively
predicted post-intervention AKT affective perspective taking scores (t = 2.85, p < .005),
indicating that children‘s post-intervention AKT affective perspective taking scores
increased as pre-intervention AKT affective perspective taking scores increased.
Social skills. To test the effects of teachers‘ implementation of intervention
methods in enhancing children‘s social skills, three hierarchical regression analyses were
conducted, each including the following independent variables in the following
sequential steps: (1) children‘s pre-intervention MPAC Productive, pre-intervention
MPAC Negative/Frustrated, or pre-intervention MPAC Positive aggregate scores; and the
effect code for group assignment, and (2) mean scores for the book reading log item for
103