6 Condition TRF scale Baseline WD Post-WD Diﬀerence WD Baseline AP Post-AP Diﬀerence AP Baseline IN Post-IN Diﬀerence IN Condition TRF scale Baseline AN Post-AN Diﬀerence AN Baseline AH Post-AH Diﬀerence AH Baseline I Post-I Diﬀerence I Baseline OD Post OD Diﬀerence OD Evidence-Based Complementary and Alternative Medicine Table 3: Mean (standard deviation) TRF narrow-band syndrome scale scores by classroom. TE3 (n = 30) D 1.9 (2.1) 1.1 (1.3) 0.8 (1.3) 3.1 (4.6) 2.6 (4.1) 0.5 (2.3) 1.5 (2.9) 0.8 (1.8) 0.7 (1.5) TE3 (n = 30) D 0.5 (1.1) 0.2 (0.6) 0.3 (0.8) 1.9 (2.8) 1.5 (2.5) 0.4 (1.6) 0.5 (1.2) 0.2 (0.6) 0.3 (0.9) 0.9 (2.0) 0.4 (1.3) 0.5 (1.2) TE4 (n = 25) CN 3.1 (3.0) 3.2 (2.6) –0.1 (1.6) 9.1 (8.1) 10.6 (8.0) –1.5 (4.4) 6.8 (7.1) 7.9 (6.5) –1.1 (3.7) TE4 (n = 25) CN 0.3 (0.7) 0.4 (0.7) –0.1 (0.9) 4.7 (4.5) 5.9 (4.8) –1.2 (2.9) 3.0 (3.3) 3.6 (3.1) –0.6 (1.8) 0.6 (1.3) 0.9 (1.6) –0.3 (1.0) TE1 (n = 24) D 0.6 (1.5) 0.1 (0.5) 0.5 (1.6) 4.2 (4.6) 1.8 (2.3) 2.4 (4.0) 3.2 (3.7) 1.0 (1.7) 2.2 (3.1) TE1 (n = 24) D 0.5 (0.7) 0.04 (0.2) 0.46 (0.7) 2.5 (2.8) 1.1 (1.5) 1.4 (2.4) 1.7 (1.9) 0.6 (1.1) 1.1 (1.5) 0.04 (0.2) 0.4 (1.2) –0.36 (0.2) TE2 (n = 22) CN 1.8 (1.8) 2.5 (2.1) –0.7 (2.4) 9.7 (9.2) 10.8 (7.6) –1.1 (4.1) 6.0 (5.5) 7.2 (4.9) –1.2 (3.3) TE2 (n = 22) CN 0.1 (0.3) 0.4 (0.6) –0.3 (0.6) 4.8 (4.7) 5.3 (4.3) –0.5 (1.9) 2.0 (2.1) 2.5 (1.8) –0.5 (1.0) 0.3 (0.7) 0.4 (1.2) –0.1 (1.0) TE: teacher; D: drumming; CN: control; TRF: Teacher’s Report Form; Diﬀerence: diﬀerence score (post-intervention/control minus baseline); WD: withdrawn/depressed; AP: attention problems; IN: inattention (subscale of AP). A positive value for diﬀerence scores indicates improvement whereas a negative value indicates worsening of symptoms. Table 4: Mean (standard deviation) TRF DSM-oriented scale scores by classroom. TE: teacher; D: drumming; CN: control; TRF: Teacher’s Report Form; Diﬀerence: diﬀerence score (post-intervention/control minus baseline); AN: anxiety problems; AH: attention deﬁcit/hyperactivity problems; I: inattention (subscale of AH); OD: oppositional deﬁant problems. A positive value for diﬀerence scores indicates improvement whereas a negative value indicates worsening of symptoms. Anxiety Problems (AN). For AN diﬀerence scores, one outlier was identiﬁed (in drumming class 1); exclusion of this outlier normalized the distribution of AN scores. Results of the ANOVA on AN diﬀerence scores showed a signiﬁcant diﬀerence among groups (F(3,96) = 4.97, P < .01; η2p = 0.15) Post-hoc tests indicated that the two drumming teachers (TE1 and TE3) rated students as improving more on AN scores post-intervention than control teacher TE2 (Figure 6). In addition, drumming teacher TE1 rated stu- dents as improving more on AN scores than control teacher TE4. Attention Deﬁcit/Hyperactivity Problems (AH). For AH diﬀerence scores, two outliers were identiﬁed (both in con- trol class 4), and exclusion of these outliers normalized the distribution. The ANOVA on AH diﬀerence scores showed a signiﬁcant diﬀerence among groups (F(3,95) = 5.96, P < .01; η2p = 0.14). Post-hoc tests indicated that drumming teacher TE1 rated students as improving more on AH scores com- pared to the two control teachers (TE2 and TE4) (Figure 7). In addition, drumming teacher TE3 rated students as improving more on AH scores relative to control teacher TE4. Inattention (I—one of two subscales for Attention Deﬁcit/Hyperactivity Problems; the other being Hyper- activity-Impulsivity). For I diﬀerence scores, the ANOVA results showed a signiﬁcant diﬀerence among groups (F(3,97) = 7.51, P < .001; η2p = 0.19). Post-hoc tests indicated that drumming teacher TE1 rated students as improving more on I scores than the two control teachers (TE2 and TE4) (Figure 8).