Group-plus-individual (person-oriented) analysis of intervention outcomes¶
Research Method · All research methods
Evidence · 7 claims (7 for) · 3 studies (1 causal, 1 review, 1 associational),q2–q3· 0 of 3 report an effect size · 6 claims rest on one study
Description¶
This framework holds that evaluating remedial interventions solely by group-level improvement can obscure subgroup effects, so outcomes should be examined "at both the group and individual (or ''person-oriented'') level". The special issue's five papers apply this by comparing persisters with dropouts and gainers with non-gainers, using methods such as WIGROT, latent change scores, and multiple change metrics. The editorial argues this reveals which instructional approaches benefit which learners.
Accounts¶
- Group-plus-individual (person-oriented) analysis of intervention outcomes: This framework holds that evaluating remedial interventions solely by group-level improvement can obscure subgroup effects, so outcomes should be examined "at both the group and individual (or ''person-oriented'') level". The special issue's five papers apply this by comparing persisters with dropouts and gainers with non-gainers, using methods such as WIGROT, latent change scores, and multiple change metrics. The editorial argues this reveals which instructional approaches benefit which learners. (Mary Beth Calhoon et al. (2013))
- Two-step person-centered approach: latent profile analysis of learner characteristics followed by BCH-based modeling of profile-by-intervention interactions: The article proposes moving "the focus of analysis from the interactions of single variables to entire persons and their characteristic constellation of learning prerequisites". In step one, learners are grouped by latent profile analysis, chosen because it is "a model-based clustering approach" allowing measurement-error-corrected estimates. In step two, profiles are related to instructional parameters via the manual BCH approach, which "enables relating latent profiles to any parameters that can be modeled in the framework of structural equation modeling". Grouping many learners into few categories helps achieve high statistical power while capturing multivariate, potentially non-linear information. (Tetzlaff et al. (2023))
Claims¶
- Reading outcomes of struggling adolescent readers were strongly related to the instructional modality of a common reading program (Calhoon and Petscher) [+M]
- Neither group nor individual analyses revealed efficacy differences among three instructional programs for adult literacy learners (Scarborough et al.) [+M]
- The 46% of adult learners classified as gainers had higher pretest reading and phonological awareness scores and included fewer adults with a history of special education (Scarborough et al.) [+M]
- Learner characteristics, class assignment, and WIC benefits significantly predicted persistence in adult literacy classes (Greenberg et al.) [+M]
- Adult learners who made an education gain in one year significantly differed from those who did not on dispositional or demographic variables (Mellard et al.) [+M]
- Four methods of identifying individual change each duplicated group-based effect sizes, with the reliable change index and growth curve approaches showing stronger consistency and predictive power (Frijters et al.) [+M]
- Latent profile analysis of German third graders' reading measures identifies four profiles consistent with the simple view of reading: poor decoders, poor comprehenders, poor readers, and good readers [+M]
Related Research Methods¶
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Key Sources¶
- Mary Beth Calhoon, Hollis S. Scarborough, Brett Miller. (2013). Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences. Read Writ 26:489–494. https://doi.org/10.1007/s11145-013-9442-7
- Tetzlaff, L., Edelsbrunner, P., Schmitterer, A., Hartmann, U., & Brod, G. (2023). Modeling Interactions Between Multivariate Learner Characteristics and Interventions: a Person-Centered Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09830-5
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
group-plus-individual-person-oriented-analysis-of-intervention-outcomes |
title |
Group-plus-individual (person-oriented) analysis of intervention outcomes |
description |
This framework holds that evaluating remedial interventions solely by group-level improvement can obscure subgroup effects, so outcomes should be examined "at both the group and individual (or ''person-oriented'') level". |
status |
review |
generated |
by process:settle-candidates on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
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