Figure 4.

Estimated changes of E-ADL test score compared to baseline using a random effects model. Higher scores indicate better abilities to perform ADLs. The solid lines represent effect estimates from a model with an interaction term for time and group, i.e. where the group effect can change over time. The dashed lines indicate a model without interaction. In this case, the group effect is forced to stay constant (as can be seen from the parallel dashed lines from month 12 to month 22).