Samantha M. Corralejo

Measurement Issues: Large effect sizes do not mean most people get better – clinical significance and the importance of individual results

BACKGROUND This paper seeks to compare group statistical analysis with effect size, group measures of clinical significance (Reliable Change Index and normative comparison), and individual analysis of clinical significance. METHOD Measures of variables important to parenting and child behavior improvement (Parenting Scale, Eyberg Child Behavior Inventory, and Parenting Stress Index [PSI]) were administered pre and post for a 9- to 10-week group Behavioral Parent Training Intervention. Analysis compares traditional group statistical significance testing with group measure of clinical significance and individual analysis of clinical significance. RESULTS All three measures demonstrated statistically significant differences from pre to post, with large effect sizes. Group measures of clinical significance, however, demonstrated meaningful change only on the PSI, while individual analysis showed improvements of 54% of participants at best and 0% at worst. CONCLUSIONS Individual analysis of clinical significance provides valuable information in treatment outcomes and should be included as a standard practice in outcomes research.

Predicting Participation in Dual Language Immersion Using Theory of Planned Behavior.

ABSTRACT Dual language immersion programs are increasing in popularity. Yet little is known about what motivates parents to enroll their children in dual language immersion. The theory of planned behavior posits that behavior is based on attitudes, subjective norms, and perceived behavioral control. The current study was an exploratory evaluation of the utility of the theory of planned behavior in understanding parents’ intentions and enrollment in dual language immersion programs (N = 74). Approximately one-third of participants took steps toward enrollment. Parental attitudes significantly influenced behavioral intentions to enroll. For every unit increase in behavioral intentions, there was a 2.78 greater likelihood of enrollment. Implications and future research are discussed.