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Child-Centered Play Therapy in the Schools: Review and Meta-Analysis
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Ray, Dee C.; Armstrong, Stephen A.; Balkin, Richard S.; Jayne, Kimberly M. – Psychology in the Schools, 2015
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…
Descriptors: Meta Analysis, Play Therapy, Literature Reviews, Student Centered Curriculum
Lack of Statistical Significance
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Kehle, Thomas J.; Bray, Melissa A.; Chafouleas, Sandra M.; Kawano, Takuji – Psychology in the Schools, 2007
Criticism has been leveled against the use of statistical significance testing (SST) in many disciplines. However, the field of school psychology has been largely devoid of critiques of SST. Inspection of the primary journals in school psychology indicated numerous examples of SST with nonrandom samples and/or samples of convenience. In this…
Descriptors: Intervals, School Psychology, Effect Size, Statistical Significance
Better Statistics for Better Decisions: Rejecting Null Hypotheses Statistical Tests in Favor of Replication Statistics
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Sanabria, Federico; Killeen, Peter R. – Psychology in the Schools, 2007
Despite being under challenge for the past 50 years, null hypothesis significance testing (NHST) remains dominant in the scientific field for want of viable alternatives. NHST, along with its significance level "p," is inadequate for most of the uses to which it is put, a flaw that is of particular interest to educational practitioners…
Descriptors: Probability, Statistical Significance, Educational Research, Decision Making
Effect Sizes, Confidence Intervals, and Confidence Intervals for Effect Sizes
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Thompson, Bruce – Psychology in the Schools, 2007
The present article provides a primer on (a) effect sizes, (b) confidence intervals, and (c) confidence intervals for effect sizes. Additionally, various admonitions for reformed statistical practice are presented. For example, a very important implication of the realization that there are dozens of effect size statistics is that "authors must…
Descriptors: Intervals, Effect Size, Statistical Analysis, Statistical Significance
The Magnitude and Prevalence of Significant Regressed Discrepancies at Common Test Values.
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Evans, Larry D. – Psychology in the Schools, 1992
Explains that an initial criterion to determine severe discrepancies and relative strengths and weaknesses is significant difference between regressed standard scores. Presents tables as convenient method to determine magnitude of discrepancy required for significance at common reliability and intercorrelation values. Shows prevalences of…
Descriptors: Models, Regression (Statistics), Statistical Analysis, Statistical Significance
A Comparison of the Pencil-and-Paper and Computer-Administered Minnesota Multiphasic Personality Inventory-Adolescent
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Hays, Shannon; McCallum, R. Steve – Psychology in the Schools, 2005
Within the context of a counterbalanced design, 102 students from either a high school or a large Southeastern university were administered two versions of the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A): a computer-administered version (CA) and a paper-and-pencil version (PAP). Time between testing sessions was approximately…
Descriptors: Measures (Individuals), Personality Measures, Statistical Analysis, Computer Assisted Testing