Statistical Practices of IJPT Researchers: A Review from 1993-2000.

Armstrong, Stephen A.; Henson, Robin K.

doi:10.1037/h0088894

Cited by 18 publications

(17 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Results for dependent variables were interpreted using Pillai's trace analysis. To avoid a Type I error resulting from the testing of multiple hypotheses, a .025 alpha level was established to either reject or accept hypotheses (Armstrong & Henson, 2005). To avoid a Type II error than can result from small sample sizes, a power analysis was conducted for each dependent variable and revealed ample power for analysis (≥.80).…”

Section: Resultsmentioning

confidence: 99%

Empowering Latino families: Effects of a culturally responsive intervention for low‐income immigrant Latino parents on children's behaviors and parental stress

Ceballos

Bratton

2010

Psychology in the Schools

View full text Add to dashboard Cite

This randomized, controlled study examined the effectiveness of Child Parent Relationship Therapy (CPRT) in school settings with 48 low-income Latino immigrant parents whose children were identiÞed with behavioral concerns. Results from a 2 (group) × 2 (measures) split plot analysis of variance indicated that parents who participated in 11 weeks of CPRT reported statistically signiÞcant decreases (p < .001) in child behavior problems and parent -child relationship stress. Large treatment effects were demonstrated for all dependent variables. Clinical signiÞcance of Þndings and cultural considerations are discussed. C 2010 Wiley Periodicals, Inc.

show abstract

Section: Resultsmentioning

confidence: 99%

Empowering Latino families: Effects of a culturally responsive intervention for low‐income immigrant Latino parents on children's behaviors and parental stress

Ceballos

Bratton

2010

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Post hoc paired samples t tests were conducted for both ST and LT groups. To help address the risk of inflated experiment-wise Type I error, the α level used for the post hoc analyses was .025 (Armstrong & Henson, 2005).…”

Section: Discussionmentioning

confidence: 99%

Effect of short‐ and long‐term play therapy services on teacher–child relationship stress

Ray

Henson

Schottelkorb

et al. 2008

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

The purpose of the present study was to explore the effect of both short-and long term ChildCentered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long-term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher-student relationship stress from pre-to posttest. Post hoc analyses indicated that the short-term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. C 2008 Wiley Periodicals, Inc.

show abstract

“…Another limitation to the study was the small sample size which leads to lack of statistical power (Armstrong & Henson, 2005). Due to the ethical responsibility to provide play therapy services to students in need, 11 children who would have been included in the sample size were removed from the sample because they were receiving play therapy services at the time the intervention was conducted.…”

Section: Limitations Of the Studymentioning

confidence: 99%

Impact of child teacher relationship training on teachers’ and aides’ use of relationship-building skills and the effects on student classroom behavior.

Helker¹,

Ray²

2009

International Journal of Play Therapy

View full text Add to dashboard Cite

This study examined the impact of Child Teacher Relationship Training on educators' use of relationship-building skills in the classroom and the effect on student behavior. Preschool-age children (3-4 years old) who scored in the Borderline /Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/ Teacher Report Form (C-TRF) qualified for the study (N ϭ 32). In this quasiexperimental design, 12 teacher aide dyads (N ϭ 24) were assigned to the experimental (n ϭ 12) or active control groups (n ϭ 12). Using a repeated measures design, results revealed that children in the experimental group (n ϭ 19) demonstrated a significant decrease (p ϭ .04) in Externalizing Problems between measurements 1 and 3 compared with children in the active control group (n ϭ 13). A statistically significant relationship was found between educators' higher use of relationshipbuilding skills and students' decrease in externalizing behaviors (p Ͻ .05).

show abstract

Statistical Practices of IJPT Researchers: A Review from 1993-2000.

Cited by 18 publications

References 20 publications

Empowering Latino families: Effects of a culturally responsive intervention for low‐income immigrant Latino parents on children's behaviors and parental stress

Empowering Latino families: Effects of a culturally responsive intervention for low‐income immigrant Latino parents on children's behaviors and parental stress

Effect of short‐ and long‐term play therapy services on teacher–child relationship stress

Impact of child teacher relationship training on teachers’ and aides’ use of relationship-building skills and the effects on student classroom behavior.

Contact Info

Product

Resources

About