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Table 1 Mean, SD and comparison of intergroup and between group to obtain scores of SSRS-S dimensions in the three stages of assessment Results of training effects based on the analysis of problem behaviors Difference [http://www.selleckchem.com/products/r428.html R428 solubility dmso] of the mean scores of MPBI index between the two groups in the post-intervention assessment and follow-up assessment were analyzed using univariate analysis of covariance of independent t-test in the post-test stage. The difference between the mean scores of the two groups was significant (P = 0.039). By entering the pre-test variable in the model as a covariate of the SST univariate main effect size, this difference was not significant. The results of the analysis in the follow-up assessment stage by covariate of the post-test variable showed that the mean scores difference between the two groups in the follow-up assessment for MPBI index was significant. However, with the low effect size (F (1 and 102) = 5.1, P [http://www.selleckchem.com/products/jq1.html selleck] = 0.026, ES = 0.05) in the survey of paired comparisons, significant differences were observed in the mean scores in the three stages of assessment in intervention group by using of Sidak model (P [https://en.wikipedia.org/wiki/E-64 E-64] to problem behaviors do not follow a normal distribution. These results were expected for assessment structures of problem behaviors. Research of Reitz and colleagues (2005) about surveying the structure of adolescent problem behaviors indicated that the data did not follow normal distribution.[38] Norm-building measurements by using of the conversion method of natural logarithms could make the data to meet the normal distribution or close to it. ��Ranking system of social skills�� was used to assess the skills. Intervention expected that by the rise of social skills, drug use behaviors would be reduced.