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Beyond Jacobson and Truax: Estimation of Clinical Significance Trajectories in the Coping Power Intervention Using Measurement Error-Corrected Multilevel Modeling

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Title: Beyond Jacobson and Truax: Estimation of Clinical Significance Trajectories in the Coping Power Intervention Using Measurement Error-Corrected Multilevel Modeling
Language: English
Authors: Antonio A. Morgan-López, Lissette M. Saavedra, Heather L. McDaniel, Stephen G. West, Nicholas S. Ialongo, Catherine P. Bradshaw, Alexandra T. Tonigan, Barrett W. Montgomery, Nicole P. Powell, Lixin Qu, Anna C. Yaros, John E. Lochman
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 43
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
National Institute of Mental Health (NIMH) (DHHS/NIH)
National Institute on Drug Abuse (NIDA) (DHHS/PHS)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: R305A220244
R01MH124438
Document Type: Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Coping, Prevention, Intervention, Child Behavior, Behavior Problems, Hierarchical Linear Modeling, Student Behavior, Elementary School Students, Secondary School Students, Behavior Patterns, Behavior Disorders, At Risk Students, Aggression, Growth Models
DOI: 10.1016/j.beth.2024.08.003
Abstract: Coping Power (CP) is a preventive intervention that focuses on reducing child externalizing problems. Although it is typically delivered in a group format (GCP), individually-delivered CP (ICP) has produced greater mean reductions in externalizing problems. However, standard analysis of randomized trials loses individual-level information regarding which youth improve, fail to improve, or get worse, whereas clinically significant change (CSC) metrics capture information on individual change. The present study is a secondary analysis of an ICP/GCP trial (N=360) that examines differences in CSC-based individual-level inferences on externalizing. A novel method for assessing CSC under measurement error-corrected multilevel modeling was used, overcoming three limitations of traditional CSC methods: a) restriction to two timepoints, b) use of total scores, and c) assumption of constant reliability across time and participants. Because of concerns about Type II errors with all CSC methods, an individual-level effect size metric for CSC was also developed. Based on individualized Cohen's d estimates, individual-level improvements in externalizing from 4th through 11th grades of d [greater than or equal to] 0.5 were significantly greater in ICP (73%) versus GCP (45%). Further, GCP saw significantly higher percentages of youth with worsening of externalizing, underscoring concerns about diminished effects for GCP. Half of the sample had improvement that was not statistically significant but exceeded d [greater than or equal to] 0.5, highlighting the susceptibility to Type II errors of CSCs results based on statistical significance. An examination of ICP/GCP differences under advanced CSC analysis gives more nuanced information than conventional RCT analysis and greater precision in estimating individual-level outcomes than standard CSC methodologies. [This paper will be published in "Behavior Therapy."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED672279
Database: ERIC
FullText Text:
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PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
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  Data: Beyond Jacobson and Truax: Estimation of Clinical Significance Trajectories in the Coping Power Intervention Using Measurement Error-Corrected Multilevel Modeling
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  Data: <searchLink fieldCode="AR" term="%22Antonio+A%2E+Morgan-López%22">Antonio A. Morgan-López</searchLink><br /><searchLink fieldCode="AR" term="%22Lissette+M%2E+Saavedra%22">Lissette M. Saavedra</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+L%2E+McDaniel%22">Heather L. McDaniel</searchLink><br /><searchLink fieldCode="AR" term="%22Stephen+G%2E+West%22">Stephen G. West</searchLink><br /><searchLink fieldCode="AR" term="%22Nicholas+S%2E+Ialongo%22">Nicholas S. Ialongo</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+P%2E+Bradshaw%22">Catherine P. Bradshaw</searchLink><br /><searchLink fieldCode="AR" term="%22Alexandra+T%2E+Tonigan%22">Alexandra T. Tonigan</searchLink><br /><searchLink fieldCode="AR" term="%22Barrett+W%2E+Montgomery%22">Barrett W. Montgomery</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+P%2E+Powell%22">Nicole P. Powell</searchLink><br /><searchLink fieldCode="AR" term="%22Lixin+Qu%22">Lixin Qu</searchLink><br /><searchLink fieldCode="AR" term="%22Anna+C%2E+Yaros%22">Anna C. Yaros</searchLink><br /><searchLink fieldCode="AR" term="%22John+E%2E+Lochman%22">John E. Lochman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
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  Data: 43
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  Data: 2024
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  Data: Institute of Education Sciences (ED)<br />National Institute of Mental Health (NIMH) (DHHS/NIH)<br />National Institute on Drug Abuse (NIDA) (DHHS/PHS)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: R305A220244<br />R01MH124438
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  Data: Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Hierarchical+Linear+Modeling%22">Hierarchical Linear Modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Growth+Models%22">Growth Models</searchLink>
– Name: DOI
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  Data: 10.1016/j.beth.2024.08.003
– Name: Abstract
  Label: Abstract
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  Data: Coping Power (CP) is a preventive intervention that focuses on reducing child externalizing problems. Although it is typically delivered in a group format (GCP), individually-delivered CP (ICP) has produced greater mean reductions in externalizing problems. However, standard analysis of randomized trials loses individual-level information regarding which youth improve, fail to improve, or get worse, whereas clinically significant change (CSC) metrics capture information on individual change. The present study is a secondary analysis of an ICP/GCP trial (N=360) that examines differences in CSC-based individual-level inferences on externalizing. A novel method for assessing CSC under measurement error-corrected multilevel modeling was used, overcoming three limitations of traditional CSC methods: a) restriction to two timepoints, b) use of total scores, and c) assumption of constant reliability across time and participants. Because of concerns about Type II errors with all CSC methods, an individual-level effect size metric for CSC was also developed. Based on individualized Cohen's d estimates, individual-level improvements in externalizing from 4th through 11th grades of d [greater than or equal to] 0.5 were significantly greater in ICP (73%) versus GCP (45%). Further, GCP saw significantly higher percentages of youth with worsening of externalizing, underscoring concerns about diminished effects for GCP. Half of the sample had improvement that was not statistically significant but exceeded d [greater than or equal to] 0.5, highlighting the susceptibility to Type II errors of CSCs results based on statistical significance. An examination of ICP/GCP differences under advanced CSC analysis gives more nuanced information than conventional RCT analysis and greater precision in estimating individual-level outcomes than standard CSC methodologies. [This paper will be published in "Behavior Therapy."]
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  Data: 2025
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  Data: ED672279
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672279
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      – Type: doi
        Value: 10.1016/j.beth.2024.08.003
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Coping
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      – SubjectFull: Prevention
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      – SubjectFull: Intervention
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      – SubjectFull: Hierarchical Linear Modeling
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      – SubjectFull: Student Behavior
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: Behavior Patterns
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      – SubjectFull: Behavior Disorders
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      – SubjectFull: At Risk Students
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      – SubjectFull: Aggression
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      – SubjectFull: Growth Models
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      – TitleFull: Beyond Jacobson and Truax: Estimation of Clinical Significance Trajectories in the Coping Power Intervention Using Measurement Error-Corrected Multilevel Modeling
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