Local Effects of Intervention: A Configural Analysis

Autor/inn/en	von Eye, Alexander; Wiedermann, Wolfgang; Herman, Keith C.; Reinke, Wendy
Titel	Local Effects of Intervention: A Configural Analysis
Quelle	In: Prevention Science, 24 (2023) 3, S.419-430 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiedermann, Wolfgang) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-4986
DOI	10.1007/s11121-021-01241-8
Schlagwörter	Intervention; Regression (Statistics); Data Analysis; Profiles; Prevention; Models; Program Effectiveness; Student Behavior; Behavior Problems + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Auswertung; Charakterisierung; Profilanalyse; Prävention; Vorbeugung; Analogiemodell; Student behaviour; Schülerverhalten
Abstract	In standard statistical data analysis, the effects of intervention or prevention efforts are evaluated in terms of variable relations. Results from application of regression-type methods suggest whether, overall, intervention is successful. In this article, we propose using configural frequency analysis (CFA) either in tandem with regression-type methods or by itself. CFA allows one to adopt a person-oriented perspective in which individuals are targeted that can be characterized by particular profiles. The questions asked in CFA concern these individuals instead of variables. In prevention research, one can ask whether, for particular profiles, the preventive measures are successful. In three real-world data examples, CFA is applied and compared to standard log-linear modeling. Examples consider non-randomized (observational) and randomized intervention settings. The results of these analyses suggest that person-oriented CFA and standard variable-oriented methods of analysis respond to different questions. We show that integrating person- and variable-oriented perspectives can help researchers obtain a fuller picture of intervention effectiveness. Extensions of the CFA approach are discussed. [For the corresponding grantee submission, see ED625980.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01