Table 4.
Importance Scores for MIN, Individual PT, and Group PT Segments
| Segment
|
F | Dunnett’s C | g | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| MIN (n = 97) | IPT(n = 260) | GPT (n = 86) | ||||||||||
|
| ||||||||||||
| R1 | M | (SD) | R | M | (SD) | R | M | (SD) | ||||
| Process Attributes | ||||||||||||
| Group and phone support | 1 | 7.4 | (2.5) | 13 | 4.7 | (2.1) | 10 | 5.0 | (1.8) | 57.27*** | M > I, G | 1.25 |
| Modality of information | 2 | 7.3 | (1.9) | 11 | 4.8 | (2.2) | 16 | 3.7 | (1.7) | 77.36*** | M > I > G | 1.21 |
| Pull vs. pushing information | 3 | 6.4 | (2.3) | 17 | 4.0 | (1.8) | 15 | 3.9 | (1.4) | 64.38*** | M >I, G | 1.29 |
| Group size | 5 | 6.1 | (2.4) | 7 | 5.6 | (2.1) | 18 | 3.2 | (1.5) | 51.66** | M, I > G | 0.24 |
| Location of information | 6 | 5.5 | (2.2) | 12 | 4.7 | (2.1) | 13 | 4.2 | (2.2) | 9.09*** | M > I, G | 0.38 |
| Passive vs. active learning materials | 15 | 4.1 | (1.5) | 15 | 4.5 | (1.5) | 8 | 5.5 | (1.4) | 22.50*** | G > I, M | −0.27 |
| Timing of Information | 16 | 4.1 | (1.7) | 10 | 4.8 | (1.4) | 14 | 3.9 | (1.3) | 17.37*** | I > M, G | −0.49 |
| Recommendation | 17 | 3.9 | (1.4) | 16 | 4.5 | (1.6) | 12 | 4.3 | (1.4) | 4.11* | I, G > M | −0.34 |
| Content selection process | 19 | 3.6 | (1.5) | 18 | 3.5 | (1.4) | 17 | 3.2 | (1.3) | 1.9 | NS | 0.07 |
| Time demand to acquire and use | 20 | 3.0 | (1.3) | 19 | 3.4 | (1.3) | 19 | 2.8 | (1.1) | 6.04** | M, I > G | −0.26 |
| Content Attributes | ||||||||||||
| Emotional problems | 7 | 5.5 | (2.4) | 2 | 6.6 | (2.1) | 2 | 7.9 | (1.8) | 28.17*** | G > I > M | −0.51 |
| Behavior problems | 8 | 5.3 | (2.0) | 3 | 6.2 | (2.0) | 1 | 7.9 | (1.6) | 45.88*** | G > I > M | −0.48 |
| Information on epidemiology | 9 | 5.3 | (2.0) | 9 | 5.3 | (1.5) | 9 | 5.2 | (1.5) | .21 | NS | 0.21 |
| Advocacy | 12 | 4.5 | (1.8) | 8 | 5.4 | (1.7) | 5 | 6.4 | (1.5) | 27.47*** | G > I > M | −0.52 |
| Medication information | 13 | 4.3 | (1.6) | 14 | 4.5 | (1.7) | 11 | 4.6 | (1.8) | .81 | NS | −0.12 |
| Specificity/relevance | 14 | 4.2 | (1.5) | 20 | 3.3 | (1.4) | 20 | 2.7 | (1.2) | 30.28*** | M > I > G | 0.68 |
| Supporting evidence base | 18 | 3.9 | (1.8) | 6 | 5.6 | (1.6) | 7 | 5.7 | (1.3) | 48.08*** | I, G > M | −1.11 |
| Outcome Attributes | ||||||||||||
| Effect on stress, anxiety, and guilt | 4 | 6.1 | (1.7) | 5 | 5.9 | (1.9) | 6 | 6.3 | (1.9) | 1.39 | NS | 0.10 |
| Effect on feeling informed | 10 | 4.9 | (1.7) | 1 | 6.7 | (1.9) | 3 | 6.9 | (1.8) | 41.45*** | I, G > M | −0.86 |
| Effect on confidence | 11 | 4.7 | (1.6) | 4 | 6.1 | (1.7) | 4 | 6.8 | (1.4) | 39.20*** | G > I > M | −0.84 |
Note. Means, standard deviations, and F-values obtained from analysis of variance (ANOVA). When significant results were obtained, Dunnett’s C comparisons were computed and the results were reported here. Across segments, the highest importance score for an attribute is bolded.
1
R = relative rank of importance scores within each segment. MIN = Minimal Information; IPT = Individual PT; GPT = Group PT. M = Minimal Information; I=Individual parent training; G=Group parent training For g, .2 < g < .5 indicates a small effect, while .5 < g < .8 indicates a moderate effect and .8 < g < 1.0 indicates a large effect.
*
p<0.05,
**
p<0.01,
***
p<0.001