Assessing the most powerful analysis method for school-based intervention studies

Authors

Jessica B. Janega, University of MemphisFollow
David M. Murray, University of MemphisFollow
Sherri P. Varnell, Division of HIV/AIDS PreventionFollow
Jonathan L. Blitstein, University of MemphisFollow
Amanda Birnbaum, Montclair State UniversityFollow
Leslie A. Lytle, University of MinnesotaFollow

Document Type

Article

Publication Date

Spring 3-10-2004

Journal / Book Title

Addictive Behaviors

Abstract

This article compares four mixed-model analyses valid for group-randomized trials (GRTs) involving a nested cohort design with a single pretest and a single posttest, the most common design used in GRTs. This study makes estimates of intraclass correlations (ICCs) available to investigators planning GRTs with alcohol, tobacco, and other drug measures as the outcomes of interest. It also provides formulae demonstrating the potential benefits to the standard error of the intervention effect of both adjustments for fixed and time-varying covariates, as well as correlations over time. These estimates will allow other researchers using these variables to plan their studies by performing a priori power analyses for any of four common analytic options.

DOI

10.1016/j.addbeh.2004.01.002

MSU Digital Commons Citation

Janega, Jessica B.; Murray, David M.; Varnell, Sherri P.; Blitstein, Jonathan L.; Birnbaum, Amanda; and Lytle, Leslie A., "Assessing the most powerful analysis method for school-based intervention studies" (2004). Department of Public Health Scholarship and Creative Works. 70.
https://digitalcommons.montclair.edu/public-health-facpubs/70

Published Citation

Janega, Jessica B., David M. Murray, Sherri P. Varnell, Jonathan L. Blitstein, Amanda S. Birnbaum, and Leslie A. Lytle. "Assessing the most powerful analysis method for school-based intervention studies with alcohol, tobacco, and other drug outcomes." Addictive behaviors 29, no. 3 (2004): 595-606.