Brief Description of Study

The authors were interested in mitigating parental stress for families with a child with a disability. They designed and implemented a package of family support services for families. Families with a child with a disabilities were assigned randomly to one of three groups for the study: (a) a waiting list control group \((n=20)\) of families on a waiting list for the community-based support services; (b) an intensive support group \((n=20)\) of families who received case management and respite care services, assistance from community volunteers, and a 16 week class on coping skills; and (c) a less intensive support group \((n=20)\) of families that received case management and respite care services only. Within each group, families were assigned randomly to one of two cycles with the families in the second cycle beginning the study two weeks after the families in the first cycle to allow for smaller group interaction and support. Thus, there were two qualitative independent variables in this study: (a) Group with 3 levels (waiting list control, intensive support, and less intensive support), and (b) Cycle with 2 levels (first and second). The dependent variable was mother's self-ratings on the Beck Depression

Inventory (BDI) that was used as an indication of general stress reactions. A larger BDI score is generally

Each line of the data file contains four numbers. The first number is a subject identification number, the second number is the subject's group coded as $1=$ Wait List Control, 2 = Intensive Support, 3 = Less Intensive Support. The third number is the subject's cycle, 1 = first cycle, 2 = second cycle. The fourth number is the mother's score on the Beck Depression Inventory (BDI). Higher scores on the BDI indicate more general stress. Use the description of the study, the data file, and SPSS to answer the

Questions

1. A first step in analysis is to examine the data. Use SPSS to describe the distribution of BDI scores for each of the group and cycle combinations.

1. Using the boxplots, note any severe outliers or severe skew in the data for each of the group and cycle combinations. Note: a severe outlier or severe skew would compromise the use of AOV techniques with the data set and should be noted as a limitation of the analysis. What are their identification numbers? Would AOV techniques be appropriate with this data? (1 points)
2. Report the mean, standard deviation, and sample size for each of the group and cycle combinations and margins. Format your answer as an APA Table with cells and margins arranged appropriately. (5 points)

3. Provide a description of the analysis that you will conduct as a researcher would describe it in a manuscript suitable for publication in an APA journal. Include the name of the design and the name and description of the IV and DV. (2 points)

4. Construct the AOV summary table for this analysis using APA format (typed). ( 5 points).

5. According to conventional AOV logic, a first step in interpreting the results is to decide whether the effect of Group is the same for the First and Second Cycles. The researchers expect the effects to generalize across cycle because there were no substantive differences between Cycle 1 and Cycle 2 .

1. Test the hypothesis that the group effect is the same for both cycles. Be sure to specify all 5 steps including the null hypothesis. ( 2 points)
2. According to conventional AOV logic, is it reasonable to examine the main effects of Group and Cycle? (2 point)

6. The researchers decide they are interested in the simple effects of Group for each Cycle, and the simple effects of Cycle for each group.

1. Describe the procedure you will use to control for Family Wise Type I error. (2 points)
2. Examine the simple effects of Group for each cycle. (3 points)
3. Examine the simple effects of Cycle for each group. (2 points)
4. Report your results using a table with underline and sideline notation. How would you interpret the results? (3 points)

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