Hierarchical Linear Growth Models Research Articles

Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students

The main objective of this study was to evaluate the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to second-grade primary school teachers to improve at-risk students’ transcription skills. Teachers were instructed in the administration of a writing curriculum-based measure composed of 5 isolates measures (allographs, dictated words with arbitrary spelling or non-ruled, dictated words with rule-based spelling, dictated nonsense words, and dictated sentences) to identify at-risk students and to monitor their progress; and in the implementation of a systematic and explicit instructional program to improve transcription skills in at-risk students. A total of 164 at-risk students from 12 schools from the Canary Islands participated in the study. Teachers were provided with a support system that included a web-based training program for writing. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. In a hierarchical linear growth modeling procedure, differences in growth rates of transcription skills were compared between students who received the intervention, those who did not, and their typically achieving peers. Additionally, the effects of the intervention in the experimental at-risk group were also analyzed, differentiating between those who left the risk status and those who remained at-risk. Children at-risk in the intervention condition appeared to benefit more in handwriting skills than at-risk children in the control condition, but to a lesser extent in spelling accuracy. Nevertheless, improvements in both transcription skills had only been made in the experimental risk group that had left the risk situation.

청소년 학업성취도의 종단적 변화와 영향요인 분석

Objectives The purpose of this study was to analyze the longitudinal effect of affective characteristics of adolescents on academic achievement.
 Methods To do this, hierarchical linear growth model was applied to the 1st to 3rd year of the 1st panel by the Korean Children and Youth Panel Survey 2018 (KCYPS 2018).
 Results First, academic achievement increased linearly over the years. Second, the initial status of academic achievement appeared to be higher as creativity, monthly average income, and father's final education were higher. And emotional problems, life satisfaction, and number of siblings showed negative effect on the initial status. Third, it was found that academic enthusiasm had a significant effect on both initial status and change rate of academic achievement. Especially for the girls, the rate of change in academic achievement was in a positive direction.
 Conclusions It is expected to provide basic data to discuss various teaching and learning methods for increasing academic achievement by improving students' intrinsic and affective characteristics.
 

청소년 학업성취도의 종단적 변화와 영향요인 분석

Objectives The purpose of this study was to analyze the longitudinal effect of affective characteristics of adolescents on academic achievement.
 Methods To do this, hierarchical linear growth model was applied to the 1st to 3rd year of the 1st panel by the Korean Children and Youth Panel Survey 2018 (KCYPS 2018).
 Results First, academic achievement increased linearly over the years. Second, the initial status of academic achievement appeared to be higher as creativity, monthly average income, and father's final education were higher. And emotional problems, life satisfaction, and number of siblings showed negative effect on the initial status. Third, it was found that academic enthusiasm had a significant effect on both initial status and change rate of academic achievement. Especially for the girls, the rate of change in academic achievement was in a positive direction.
 Conclusions It is expected to provide basic data to discuss various teaching and learning methods for increasing academic achievement by improving students' intrinsic and affective characteristics.
 

Capturing Sequences of Learners' Self-Regulatory Interactions With Instructional Material During Game-Based Learning Using Auto-Recurrence Quantification Analysis.

Undergraduate students (N = 82) learned about microbiology with Crystal Island, a game-based learning environment (GBLE), which required participants to interact with instructional materials (i.e., books and research articles, non-player character [NPC] dialogue, posters) spread throughout the game. Participants were randomly assigned to one of two conditions: full agency, where they had complete control over their actions, and partial agency, where they were required to complete an ordered play-through of Crystal Island. As participants learned with Crystal Island, log-file and eye-tracking time series data were collected to pinpoint instances when participants interacted with instructional materials. Hierarchical linear growth models indicated relationships between eye gaze dwell time and (1) the type of representation a learner gathered information from (i.e., large sections of text, poster, or dialogue); (2) the ability of the learner to distinguish relevant from irrelevant information; (3) learning gains; and (4) agency. Auto-recurrence quantification analysis (aRQA) revealed the degree to which repetitive sequences of interactions with instructional material were random or predictable. Through hierarchical modeling, analyses suggested that greater dwell times and learning gains were associated with more predictable sequences of interaction with instructional materials. Results from hierarchical clustering found that participants with restricted agency and more recurrent action sequences had greater learning gains. Implications are provided for how learning unfolds over learners' time in game using a non-linear dynamical systems analysis and the extent to which it can be supported within GBLEs to design advanced learning technologies to scaffold self-regulation during game play.

Examining a utility value intervention among early adolescents: Trajectories of situational interest and boredom

This study examined the effects of a utility value (UV) intervention on students' situational interest and boredom in science using hierarchical linear growth modeling. Data were collected in a diverse sample of 339 students in 13 seventh and ninth grade science classrooms using surveys and end-of-class reports collected on 11 occasions. Results showed no UV intervention effects on students' trajectories of situational boredom. Contrary to expectations, both seventh and ninth graders in classrooms with the UV intervention showed small but significant declines in situational interest over time relative to a writing comparison group. Intervention effects were not moderated by success expectancies. Explanations for these unexpected findings, as well as implications and future directions, are discussed.

Proteinopathy and Longitudinal Cognitive Decline in Parkinson Disease.

People with Parkinson disease (PD) commonly experience cognitive decline, which may relate to increased α-synuclein, tau, and β-amyloid accumulation. This study examines whether the different proteins predict longitudinal cognitive decline in PD. All participants (PD n = 152, controls n = 52) were part of a longitudinal study and completed a lumbar puncture for CSF protein analysis (α-synuclein, total tau [tau], and β-amyloid42 [β-amyloid]), a β-amyloid PET scan, and/or provided a blood sample for APOE genotype (ε4+, ε4-), which is a risk factor for β-amyloid accumulation. Participants also had comprehensive, longitudinal clinical assessments of overall cognitive function and dementia status, as well as cognitive testing of attention, language, memory, and visuospatial and executive function. We used hierarchical linear growth models to examine whether the different protein metrics predict cognitive change and multivariate Cox proportional hazard models to predict time to dementia conversion. Akaike information criterion was used to compare models for best fit. Baseline measures of CSF β-amyloid predicted decline for memory (p = 0.04) and overall cognitive function (p = 0.01). APOE genotypes showed a significant group (ε4+, ε4-) effect such that ε4+ individuals declined faster than ε4- individuals in visuospatial function (p = 0.03). Baseline β-amyloid PET significantly predicted decline in all cognitive measures (all p ≤ 0.004). Neither baseline CSF α-synuclein nor tau predicted cognitive decline. All 3 β-amyloid--related metrics (CSF, PET, APOE) also predicted time to dementia. Models with β-amyloid PET as a predictor fit the data the best. Presence or risk of β-amyloid accumulation consistently predicted cognitive decline and time to dementia in PD. This suggests that β-amyloid has high potential as a prognostic indicator and biomarker for cognitive changes in PD.

A Statewide Randomized Controlled Trial to Compare Three Models for Implementing Parent Child Interaction Therapy

ABSTRACT Objective This study (NIMH RO1 MH095750; ClinicalTrials.gov Identifier: NCT02543359) evaluated the effectiveness of three training models to implement a well-established evidence-based treatment, Parent-Child Interaction Therapy (PCIT). Method Fifty licensed outpatient clinics, including 100 clinicians, 50 supervisors, and 50 administrators were randomized to one of three training conditions: 1) Learning Collaborative (LC), 2) Cascading Model (CM) or 3) Distance Education (DE). Data to assess training and implementation outcomes were collected at 4 time points coinciding with the training period: baseline, 6- (mid), 12- (post), and 24-months (1-year follow-up). Results Multi-level hierarchical linear growth modeling was used to examine changes over time in training outcomes. Results indicate that clinicians in CM were more likely to complete training, reported high levels of training satisfaction and better learning experiences compared to the other training conditions. However, supervisors in the LC condition reported greater learning experiences, higher levels of knowledge, understanding of treatment, and satisfaction compared to supervisors in other conditions. Although clinicians and supervisors in the DE condition did not outperform their counterparts on any outcomes, their performance was comparable to both LC and CM in terms of PCIT use, supervisor perceived acceptability, feasibility, system support, and clinician satisfaction. Conclusions Through the use of a randomized controlled design and community implementation, this study contributes to the current understanding of the impact of training design on implementation of PCIT. Results also indicate that although in-person training methods may produce more positive clinician and supervisor outcomes, training is not a one-size-fits-all model, with DE producing comparable results on some variables.

Using Hierarchical Linear Growth Modeling to Identify Longitudinally Outperforming School Districts in the United States, 2009–2013

ABSTRACT School District Effectiveness Research (SDER) works to identify unusually effective organizations for in-depth qualitative study that significantly outperform peer districts over multiple years. Yet, critiques of SDER include a focus on cross-sectional data, individual states, and percent proficient metrics. Here, we analyze the Stanford Education Data Archive, including data on n = 10,825 districts 2009–2013, from 47 states and DC, with average student achievement equated to the National Assessment of Educational Progress (NAEP). To replicate previous state-level SDER, we use a two-level hierarchical linear growth model, examining district growth over time, including an AR1 autoregressive parameter. We identify 536 outperforming districts nationally.

Examining the effects of dissonance-based primary prevention of Internet and computer-game addiction on attitudes toward gaming among grade 5 pupils: A pilot study

Examining the effects of dissonance-based primary prevention of Internet and computer-game addiction on attitudes toward gaming among grade 5 pupils: A pilot study Abstract. Objective: To date, childhood has hardly been considered in the development of effective prevention and intervention programs for gaming disorder and Internet addiction. PROTECTdissonance was therefore designed as a 1-hour dissonance-based, universal primary prevention program for grade 5 high-school students. This pilot study examines the immediate effects of dissonance induction on attitudes toward gaming. Method: A single-arm A+B design with three measurement points (T0, T1, T2) assessed attitudes toward gaming using the Gaming Attitude Test (GAT). The baseline sequence (sequence A, T0 to T1, subsample) included N = 83 high-school students (age: M = 10.27; SD = 0.48) and the intervention sequence (sequence B, T1 to T2, total sample) included N = 200 pupils (age: M = 10.24; SD = 0.47). Acceptance and satisfaction were recorded after the intervention. Results: Hierarchical linear growth models showed a significant reduction of GAT symptoms through the intervention, both in the total GAT score and on the subscale "Trivialization of Negative Consequences." There were no changes in the natural course (baseline sequence A). Pupils correspondingly reported a high rate of satisfaction with PROTECTdissonance. Conclusions: A brief, targeted dissonance-induction exercise shows immediate effects on an attitudinal measure of gaming. To follow up on this promising approach, future studies should investigate whether reduced trivialization of negative consequences of gaming is actually reflected in behavioral change.

Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities.

The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

Student Knowledge Gain Following the Second Step Child Protection Unit: the Influence of Treatment Integrity.

Treatment integrity is an important yet understudied component of school-based prevention programming, particularly for sensitive topics such as child sexual abuse prevention (CSA). This study examined student- and teacher-level characteristics, including components of treatment integrity, that contributed to greater knowledge gain among students participating in the Second Step Child Protection Unit (CPU). The study was conducted with 1132 students and 57 teachers from four elementary schools enrolled in a randomized controlled trial of the CPU. Students were administered assessments at pre-test, post-test, 6-month follow-up, and 12-month follow-up. Teachers were observed and rated on Content Integrity (CI; adherence to content), Process Integrity (PI; teacher enthusiasm, encouragement, behavior management), and Dose Received (DR; student behavior and interest) when delivering the lessons. Hierarchical linear growth modeling indicated that students who received the CPU made gains in the knowledge of CSA concepts and skills over a 12-month follow-up period. Girls had significantly greater CSA knowledge than boys immediately after the intervention, with gender remaining significant even when accounting for level-3 variables. Older children had better knowledge scores at post-test, but growth over time results revealed that younger students made greater gains. For students in 2nd through 4th grade, CI was more important for post-test outcomes, while for all students, CI and grade taught were important to post-test scores. Teachers of lower grades had students with a faster growth rate on correct responses to vignettes. Implications for CSA prevention programming and future research are discussed.

Psychosocial intervention utilization and substance abuse treatment outcomes in a multisite sample of individuals who use opioids

BackgroundThere are several relatively safe and effective FDA-approved medications for Opioid Use Disorder (OUD). Despite the existence of these medications, the rate of returning to opioid use after treatment is relatively high, underscoring the need for continued enhancement of treatments. Adjunctive psychosocial interventions paired with medication have been shown to improve OUD treatment outcomes. However, studies have yet to conclusively examine the distinct effects of the most widely utilized psychosocial treatment modalities. The current study will investigate the relationship between individual counseling, group therapy, and 12-Step participation and illicit opioid abstinence at the end of treatment, 1 and 3 months after treatment. MethodA secondary analysis was conducted with data from a sample of 570 individuals diagnosed with OUD who were recruited from eight substance abuse treatment centers in the United States. Participants were enrolled in a two-group randomized, controlled trial testing buprenorphine-naloxone versus extended-release naltrexone for OUD. A two-level hierarchical linear growth model was used to examine the effects of individual counseling, group therapy, and 12-Step participation on illicit opioid abstinence (urinanalyses) 1- and 3-months post-treatment. ResultsHours of individual counseling and 12-Step participation significantly predicted abstinence at follow-up (p < .001, b = −0.59, 95% CI [0.42, 0.74]; p < .01, b = −0.05, 95% CI [0.92, 0.98]). There was a significant interaction between individual counseling and 12-Step participation (p < .01, b = −0.06, 95% CI [1.02, 1.10]). Additionally, participant age and employment status were significant predictors of illicit opioid abstinence (p < .01, b = −0.02, 95% CI [0.97, 0.99]; p < .01, b = −0.38, 95% CI [0.52, 0.90]). Hours of group therapy was not found to significantly predict illicit opioid abstinence. ConclusionsFindings suggest that greater levels of individual therapy and 12-Step participation may be beneficial for individuals receiving medication treatment for OUD.

Integrated Service Delivery and Health-Related Quality of Life of Individuals in Permanent Supportive Housing Who Were Formerly Chronically Homeless.

To investigate the impact of an integrated care model on the health-related quality of life (HRQOL) of formerly chronically homeless individuals in permanent supportive housing. From 2014 to 2017, eligible individuals in Houston, Texas (n = 323), were placed in 1 of 2 permanent supportive housing service delivery models. Both models included coordinated care teams. In the intervention group, teams had a single plan of care with the partnering clinic. The 9-item Patient Health Questionnaire and 36-item Short Form Survey were administered at baseline and every 6 months for 30 months. We assessed intervention group emergency department use at 2 years. We evaluated change by using hierarchical linear growth models. There was a significant and clinically meaningful increase in HRQOL in the intervention group, with the intervention group reporting improvement over the comparison group. Intervention group emergency department use decreased by 70% (no comparison group). Those in the intervention group with a single, coordinated plan of care reported significant and clinically meaningful increases in their HRQOL. Public Health Implications. Coordinated care models have potential to reduce societal costs and increase HRQOL, providing a financial and humanitarian justification for the continued investment in collaborative care in permanent supportive housing.

A longitudinal study of fandom activity participation on adolescent’ school adjustment: Using propensity score matching and a hierarchical linear growth model

A longitudinal study of fandom activity participation on adolescent’ school adjustment: Using propensity score matching and a hierarchical linear growth model

I. INTRODUCTION: MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH.

In this monograph, we investigate the developmental trajectories of a predominantly middle-class, community-based sample of European American and African American adolescents growing up in urban, suburban, and rural areas in Maryland, United States. Within risk-protection and positive youth development frameworks, we selected developmental measures based on the normative tasks of adolescence and the most widely studied indicators in the three major contexts of development: families, peer groups, and schools. Using hierarchical linear growth models, we estimated adolescents' growth trajectories from ages 12 to 20 with variation accounted for by socioeconomic status (SES), gender, race/ethnicity, and the gender by race/ethnicity interaction. In general, the results indicate that: (a) periods of greatest risk and positive development depended on the time frame and outcome being examined and (b) on average, these adolescents demonstrated much stronger evidence of positive than problematic development, even at their most vulnerable times. Absolute levels of their engagement in healthy behaviors, supportive relationships with parents and friends, and positive self-perceptions and psychological well-being were much higher than their reported angry and depressive feelings, engagement in risky behaviors, and negative relationships with parents and peers. We did not find evidence to support the idea that adolescence is a time of heightened risk. Rather, on average, these adolescents experienced relatively stable and developmentally healthy trajectories for a wide range of characteristics, behaviors, and relationships, with slight increases or decreases at different points in development that varied according to domain. Developmental trajectories differed minimally by SES but in some expected ways by gender and race/ethnicity, although these latter differences were not very marked. Overall, most of the young people navigated through their adolescence and arrived at young adulthood with good mental and physical health, positive relationships with their parents and peers, and high aspirations and expectations for what their future lives might hold.

Variability in DIBELS Next Progress Monitoring Measures for Students at Risk for Reading Difficulties

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students’ fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress monitoring. We examined the variability in oral reading fluency score slopes due to passage and student characteristics using DIBELS Next progress monitoring passages over 4 weeks using a hierarchical linear growth model. Participants included second-, third-, and fourth-grade students identified as at risk for reading difficulties. The results showed an average growth rate of approximately 1 correctly read word per minute per week, with considerably lower variability than shown in previous research with less controlled passage sets and/or higher performing student samples. Implications for practice are discussed, including procedural recommendations for administrators and teachers.

Mapping Patterns and Trends in the Spatial Availability of Alcohol Using Low-Level Geographic Data: A Case Study in England 2003-2013.

Much literature examines the relationship between the spatial availability of alcohol and alcohol-related harm. This study aims to address an important gap in this evidence by using detailed outlet data to examine recent temporal trends in the sociodemographic distribution of spatial availability for different types of alcohol outlet in England. Descriptive analysis of measures of alcohol outlet density and proximity using extremely high resolution market research data stratified by outlet type and quintiles of area-level deprivation from 2003, 2007, 2010 and 2013 was undertaken and hierarchical linear growth models fitted to explore the significance of socioeconomic differences. We find that overall availability of alcohol changed very little from 2003 to 2013 (density +1.6%), but this conceals conflicting trends by outlet type and area-level deprivation. Mean on-trade density has decreased substantially (−2.2 outlets within 1 km (Inter-Quartile Range (IQR) −3–0), although access to restaurants has increased (+1.0 outlets (IQR 0–1)), while off-trade access has risen substantially (+2.4 outlets (IQR 0–3)). Availability is highest in the most deprived areas (p < 0.0001) although these areas have also seen the greatest falls in on-trade outlet availability (p < 0.0001). This study underlines the importance of using detailed, low-level geographic data to understand patterns and trends in the spatial availability of alcohol. There are significant variations in these trends by outlet type and deprivation level which may have important implications for health inequalities and public health policy.

TRAJECTORIES OF CHANGE IN ATTACHMENT AND BIOBEHAVIORAL CATCH‐UP AMONG HIGH‐RISK MOTHERS: A RANDOMIZED CLINICAL TRIAL

Using an intensive short-term longitudinal design, this study first examined whether there were significant differences in maternal sensitivity and intrusiveness after completion of Attachment and Biobehavioral Catch-up (ABC; Dozier & the Infant-Caregiver Project Lab, 2013) when compared to a control condition. The second aim was to explore the rate and shape of change in parenting behaviors. Participants were 24 mothers and their biological children, who were randomly assigned to ABC (n = 13) or a control condition (n = 11). A structured play assessment with each mother and her child was video-recorded prior to randomization into the study, before each intervention session, and at a follow-up visit. A total of 270 videos were coded for sensitivity and intrusiveness. Hierarchical linear growth models were used to estimate the total change in parenting qualities across the 10 intervention sessions when comparing ABC to a control condition. Piecewise hierarchical linear growth models were used to investigate patterns of change across the intervention for mothers within ABC. Mothers in the ABC condition showed greater increases in sensitivity and decreases in intrusiveness than mothers in the control condition. There was evidence for nonlinear patterns of change in sensitivity and intrusiveness among mothers in ABC. These results support the effectiveness of ABC in changing sensitivity quickly.

Variation in Individual Responses to Time-Restricted Feeding and Resistance Training

Time-restricted feeding (TRF) is a form of intermittent fasting which limits all caloric intake to a certain period of time each day in an attempt to reduce daily energy intake, promote weight loss, and improve health. Resistance training (RT) has been reported to increase muscular strength and improve body composition. Very limited information is available on the combination of TRF and RT. PURPOSE: To examine the variation in individual body composition, dietary intake, and muscular performance responses to an 8-wk TRF and RT program. METHODS: Healthy males (n = 20; age = 22 ± 3 y; BMI = 27 ± 6 kg/m2; % fat = 22 ± 6 % wt) were randomized to TRF + RT or RT alone for 8 wks. RT was performed 3 dys/wk and consisted of alternate workouts of upper and lower body using a resistance progression scheme. TRF limited energy intake to a 4-hr period on the 4 dys/wk when RT was not performed. Energy intake was not restricted in either group, and eating times were not specified in the RT alone group. Body composition, muscular performance, and dietary records were assessed at 0, 4, and 8 wks. Inter- and intra-individual variations in outcome measures were estimated by hierarchical linear growth modeling. The amount of variability attributable to characteristics between or within participants was evaluated from variance estimates. RESULTS: For TRF + RT, percent changes ranged from -5.5 to +2.6% for body weight, -22.1 to +9.4% fat mass, -7.7 to +4.6% for lean body mass, +3.4 to +30.4% for bench press 1-RM, and +10.1 to +67.6% for leg press 1-RM. For RT alone, percent changes ranged from -6.6 to +2.1% for body weight, -14.4 to +12.6% for fat mass, -4.1 to +3.9% for lean body mass, +4.9 to +12.9% for bench press 1-RM, and +14.3 to +37.7% for leg press 1-RM. Percentages of total variability attributed to inter-individual factors ranged from 3.3 to 49.2% for dietary measures, 59.0 to 93.9% for muscular performance, and 97.0 to 99.6% for body composition. Remaining variability was attributed to intra-individual factors. CONCLUSION: Individual responses to the study interventions varied widely. Differences between individuals were an important source of variability, indicating participant samples should be homogenous and/or quite large to examine changes in body composition or muscular performance using nutrition and exercise interventions.

Does Mindset Intervention Predict Students' Daily Experience in Classrooms? A Comparison of Seventh and Ninth Graders' Trajectories.

One's beliefs about whether ability is fixed or malleable-also known as fixed or growth mindset-can impact academic outcomes. This quasi-experimental study investigated effects of a six-week classroom intervention targeting growth mindset on students' daily quality of experience in science classrooms. Seventh grade (N=370) and 9th grade (N=356) students (50% female, 61% Hispanic) were randomly assigned by classroom to either a mindset intervention condition or content writing task condition. Students provided self-reports on multiple aspects of their daily classroom experience 11 times across the school year. Hierarchical linear growth models indicate that 7th and 9th grade students who were not exposed to the mindset intervention showed declines in perceived control skill, interest, and learning. In contrast, 9th graders in the mindset intervention reported increased control and interest, and maintained constant levels in skill and learning. Similar effects were not observed among 7th graders. The results are discussed in terms of implications for future research and optimal developmental periods for mindset intervention.