Statistical Power Analysis

Murphy, Kevin R.; Myors, Brett; Wolach, Allen H.

doi:10.4324/9781410609267

Cited by 118 publications

(96 citation statements)

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“…We used this formula to compute Cohen’s effect sizes: eta 2 /(1- eta 2 )= Cohen's f 2 . An f 2 = .02 is small effect, an f 2 = .15 is medium effect and an f 2 =.35 is large effect (see Murphy et al, 2009). …”

Section: Resultsmentioning

confidence: 97%

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Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Berninger

Nagy

Tanimoto

et al. 2015

Computers & Education

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Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

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Section: Resultsmentioning

confidence: 97%

“…We report results of paired t -tests, for which two time points yield the same results as repeated measures within-subjects ANOVA. To estimate effect sizes we used Cohen’s f 2 , the ratio of partial eta 2 / (1-partial eta 2 ) and descriptive language (small, medium, or large effect) as recommended by Murphy, Myors, and Wolach (2009).…”

Section: Resultsmentioning

confidence: 99%

Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Berninger

Nagy

Tanimoto

et al. 2015

Computers & Education

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“…power wheelchair). Interrater reliability is 0.75 and content and predictive validity are well-demonstrated in child and adult populations [9,29,30]. …”

Section: Methodsmentioning

confidence: 99%

Sleep and quality of life in children with cerebral palsy

et al. 2011

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Objective To examine the associations between sleep problems and quality of life (QoL) in children with cerebral palsy (CP). Methods Prospective correlational study using parent-report forms to measure QoL and sleep disorder symptoms. Two groups comprised of 41 children with CP and 91 typically developing (TD) controls age 8–12 years participated in a prospective correlational study. Results Measures were the PedsQL-4.0 Generic scales and the Pediatric Sleep Questionnaire, with subscales of interest including sleep disordered breathing (SDB), excessive daytime sleepiness (EDS), insomnia (INS) and snoring (SNOR). Hierarchical regression analyses indicated that EDS contributed unique variance in physical QoL, and INS contributed unique variance in psychosocial QoL in children with CP; for TD children, sleep disorder symptoms were infrequent and not associated with physical or psychosocial QoL. Conclusions Findings highlight the importance of assessing sleep difficulties when addressing the needs of children with CP.

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“…Only variables that were statistically significant ( p <.05) in these individual comparisons were then entered into linear regression models for each of the two‐factor scores, to allow consideration of the relative impacts of these variables in concert. The criteria suggested by Murphy and Myors (2004) were utilized in this context, which classify R 2 values less than .10 as small in magnitude, R 2 values between .10 and .25 as medium, and R 2 values greater than .25 as large.…”

Section: Methodsmentioning

confidence: 99%

Construct and criterion validity of the Behaviour Rating Inventory of Executive Function (BRIEF) in children referred for neuropsychological assessment after paediatric traumatic brain injury

Donders

DenBraber

Vos

2010

Journal of Neuropsychology

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The construct and criterion validities of the parent version of the Behaviour Rating Inventory of Executive Function (BRIEF) were evaluated in a sample of 100 6- to 16-year-old children with traumatic brain injury (TBI). Maximum-likelihood factor analysis identified two latent constructs that largely replicated the factor structure reported for the standardization sample, with the notable exception that the Inhibit scale covaried primarily with the metacognition factor and not with behavioural regulation factor. Only the former factor demonstrated evidence for sensitivity to the severity of TBI. Results on both factors were affected by a premorbid history of attention-deficit/hyperactivity disorder or other out-patient psychiatric treatment. It is concluded that the BRIEF has construct and criterion validity in the evaluation of children with TBI but that findings on this instrument can only be interpreted within the context of review of the child's premorbid history.

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Statistical Power Analysis

Cited by 118 publications

References 0 publications

Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Sleep and quality of life in children with cerebral palsy

Construct and criterion validity of the Behaviour Rating Inventory of Executive Function (BRIEF) in children referred for neuropsychological assessment after paediatric traumatic brain injury

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