The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self-efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools. C 2014 Wiley Periodicals, Inc.
Research articles published in the International Journal of Play Therapy (1JPT) were examined to investigate the use of selected statistical practices in quantitative inferential studies. The current article examined whether researchers (a) verified methodological assumptions of statistical analyses, (b) reported confidence intervals, (c) discussed the risk of experimentwise Type I error, (d) preferred univariate analyses to multivariate analyses, (e) used univariate analyses as post hoc methods to detect multivariate effects, and (e) screened data and reported findings with graphical displays. Recommendations for improved statistical practice are provided.In 1996, the Board of Scientific Affairs of the American Psychological Association (APA) convened the Task Force on Statistical Inference (TFSI) committee. The Task Force was created, primarily, in response to increasing debate regarding the value and role of statistical significance testing as a means for evaluating research outcomes. The committee was asked, therefore, "to elucidate some of the controversial
The reporting and interpretation of effect sizes in addition to statistical significance tests is becoming increasingly recognized as good research practice, as evidenced by the editorial policies of at least 23 journals that now require effect sizes. Statistical significance tests are limited in the information they provide readers about results, and effect sizes can be useful when evaluating result importance. The current article (a) summarizes statistical versus practical significance, (b) briefly discusses various effect size options, (c) presents a review of research articles published in the International Journal of Play Therapy (1993Therapy ( -2003 regarding use of effect sizes and statistical significance tests, and (d) provides recommendations for improved research practice in the journal and elsewhere.
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