Depressive Symptoms
Conditions
Keywords
Depression, Video intervention, Cognitive behavioral skills
Brief summary
In this study, we test brief video interventions for those with elevated depressive symptoms. We randomize participants to one of three conditions. (1) An entrée condition involving in-depth coverage a set of cognitive behavioral therapy (CBT) skills. (2) A sampler condition which introduces three sets of CBT skills. (3) A control condition involving no skills. Among those in the entrée condition, participants are further randomized to one of three CBT skills. We plan on two sets of primary comparisons. First, we will compare the effects of each form of video intervention (i.e., entrée and sampler) to the control condition. Second, we will compare the entrée and sampler conditions. We will recruit participants from Amazon's Mechanical Turk program (MTurk). In the intervention conditions, participants will be asked to watch several videos and practice skills using worksheets. They will also be asked to practice skills introduced in the videos in the week following the intervention. In the control condition, participants will not watch videos. One week after the intervention, all participants will respond to a follow-up assessment.
Detailed description
Access to the study will be provided via the MTurk website. Study measures and interventions will be provided via Qualtrics. To determine eligibility, participants will be asked to fill out a pre-screening measure of depressive symptoms, the Personal Health Questionnaire-9 (PHQ-9). Those who score 10 or higher will be eligible. After consenting to participate, participants will fill out baseline measures, be randomly assigned to a condition, participate in any condition related procedures, and then respond to a follow-up assessment one week later. Each brief intervention consists of watching a series of videos. After each video, participants in the intervention conditions will be prompted to answer a series of questions to practice the skills explained in the videos. For the entrée and sampler conditions, watching all videos and filling out any worksheets that are part of the initial intervention is expected to take approximately 30 minutes. Participants in the entrée and sampler conditions will be asked to work on a coping skills worksheet over the next seven days (estimated to involve about 10 minutes of work). Participants will receive an email seven days after participating in the brief intervention, asking them to take part in the following portion of the study. Before beginning the follow-up activity, participants in the intervention conditions will be asked to upload the coping skills worksheet they worked on. All participants will be asked to respond to follow-up assessment measures at this point.
Interventions
BEHAVIORALEntrée: Cognitive skills
In this condition, participants view a video-based intervention covering cognitive emotion regulation skills. This intervention asks participants to respond to questions and practice identifying and evaluating their own thoughts using an intervention worksheet. One week after the intervention, participants are asked to upload a worksheet showing their efforts to use the intervention skills.
BEHAVIORALEntrée: Behavioral skills
In this condition, participants view a video-based intervention covering behavioral emotion regulation skills. This intervention asks participants to respond to questions and practice scheduling activities that might give them a sense of pleasure or accomplishment using an intervention worksheet. One week after the intervention, participants are asked to upload a worksheet showing their efforts to schedule and engage in behaviors in line with the intervention skills.
BEHAVIORALEntrée: Interpersonal skills
In this condition, participants view a video-based intervention covering interpersonal emotion regulation skills. This intervention asks participants to respond to questions and practice communicating effectively using an intervention worksheet. One week after the intervention, participants are asked to upload a worksheet showing their efforts to use the intervention skills.
BEHAVIORALSampler skills
In this condition, participants view a video-based intervention covering three emotion regulation skills: cognitive, behavioral, and interpersonal skills. This intervention asks participants to respond to questions and practice using skills using intervention worksheets. One week after the intervention, participants are asked to upload a worksheet showing their efforts to use the intervention skills.
Sponsors
Ohio State University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Masking description
Participants are told they may or may not be asked to watch videos and fill out worksheets. More detailed descriptions of the interventions being tested are not provided.
Intervention model description
Participants will be randomly assigned to one of three conditions: (1) a brief intervention focused on one domain of coping skills (the entrée condition), (2) a brief intervention focused on three domains of coping skills (the sampler condition), or (3) a no-intervention control condition. If participants are randomly assigned to the first condition, they will be further randomized into one of three brief interventions: (1) a focus on cognitive coping skills, (2) a focus on behavioral coping skills, or (3) a focus on interpersonal coping skills. The sampler condition will involve limited coverage of each of these same three types of skills.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Score above 10 on the Patient Health Questionnaire-9 * Are 18 years of age or older
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Baseline, 1-2 weeks after baseline | The Quick Inventory of Depressive Symptoms-Self Report is a 16-item self-report scale that measures depressive symptom severity. Scores range from 0 to 27, with higher scores indicating greater depressive symptoms. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in the Ways of Responding Questionnaire (WOR) | Baseline, 1-2 weeks after baseline | The Ways of Responding Questionnaire is a measure of compensatory skills taught in CBT for depression. Participants respond to 6 hypothetical stressful situations in which their initial thoughts regarding the event are given. Quality scores range from 0 to 6, with higher scores indicating greater CBT skills. |
| Change in the Styles of Emotion Response Questionnaire (SERQ) | Baseline, 1-2 weeks after baseline | The Styles of Emotion Response Questionnaire is a 36-item self-report scale that measures the extent to which respondents endorse four different domains of coping skills: cognitive, behavioral, interpersonal, and mindfulness. For each item, participants are asked how often they use the strategy and how much feeling upset negatively impacts the use of this strategy. Scores from the first three skills are secondary outcomes. Scores range from 72-360, with higher scores indicating greater coping skill use. For the purpose of this study, we used the Cognitive, Behavioral, and Interpersonal scales. Scores in each subscale range from 18-90, with higher scores indicating greater coping skill use in that domain. |
| Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Baseline, 1-2 weeks after baseline | The University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 is a 20-item self-report scale that measures subjective feelings of loneliness and isolation. Scores range from 20-80, with higher scores indicating greater subjective experience of loneliness. |
Countries
United States
Participant flow
Pre-assignment details
951 participants were eligible. 272 participants discontinued before randomization, 6 participants did not provide sufficient identification to invite them to Time 2 of the study, and 18 participants attempted to complete Time 1 multiple times.
Participants by arm
| Arm | Count |
|---|---|
| Entrée: Cognitive Skills Entrée: Cognitive skills: In this condition, participants view a video-based intervention covering cognitive emotion regulation skills. This intervention asks participants to respond to questions and practice identifying and evaluating their own thoughts using an intervention worksheet. One week after the intervention, participants are asked to upload a worksheet showing their efforts to use the intervention skills. | 86 |
| Entrée: Behavioral Skills Entrée: Behavioral skills: In this condition, participants view a video-based intervention covering behavioral emotion regulation skills. This intervention asks participants to respond to questions and practice scheduling activities that might give them a sense of pleasure or accomplishment using an intervention worksheet. One week after the intervention, participants are asked to upload a worksheet showing their efforts to schedule and engage in behaviors in line with the intervention skills. | 90 |
| Entrée: Interpersonal Skills Entrée: Interpersonal skills: In this condition, participants view a video-based intervention covering interpersonal emotion regulation skills. This intervention asks participants to respond to questions and practice communicating effectively using an intervention worksheet. One week after the intervention, participants are asked to upload a worksheet showing their efforts to use the intervention skills. | 89 |
| Sampler Skills Sampler skills: In this condition, participants view a video-based intervention covering three emotion regulation skills: cognitive, behavioral, and interpersonal skills. This intervention asks participants to respond to questions and practice using skills using intervention worksheets. One week after the intervention, participants are asked to upload a worksheet showing their efforts to use the intervention skills. | 258 |
| Control Participants are not given videos to watch until their involvement in the study ends. | 132 |
| Total | 655 |
Withdrawals & dropouts
| Period | Reason | FG000 | FG001 | FG002 | FG003 | FG004 |
|---|---|---|---|---|---|---|
| Overall Study | Failed attention check | 1 | 8 | 2 | 14 | 11 |
| Overall Study | Lost to Follow-up | 55 | 59 | 54 | 129 | 48 |
Baseline characteristics
| Characteristic | Entrée: Cognitive Skills | Entrée: Behavioral Skills | Entrée: Interpersonal Skills | Sampler Skills | Control | Total |
|---|---|---|---|---|---|---|
| Age, Continuous | 36.15 years STANDARD_DEVIATION 10.29 | 34.95 years STANDARD_DEVIATION 9.67 | 37.07 years STANDARD_DEVIATION 11.4 | 35.50 years STANDARD_DEVIATION 10.63 | 36.48 years STANDARD_DEVIATION 11.63 | 35.93 years STANDARD_DEVIATION 10.77 |
| Race/Ethnicity, Customized American Indian/Alaska Native | 0 Participants | 1 Participants | 1 Participants | 2 Participants | 0 Participants | 4 Participants |
| Race/Ethnicity, Customized Asian | 6 Participants | 7 Participants | 4 Participants | 21 Participants | 6 Participants | 44 Participants |
| Race/Ethnicity, Customized Black | 13 Participants | 19 Participants | 16 Participants | 30 Participants | 17 Participants | 95 Participants |
| Race/Ethnicity, Customized Hispanic/Latino | 5 Participants | 8 Participants | 7 Participants | 15 Participants | 6 Participants | 41 Participants |
| Race/Ethnicity, Customized Middle Eastern/North African | 1 Participants | 0 Participants | 0 Participants | 1 Participants | 0 Participants | 2 Participants |
| Race/Ethnicity, Customized Native Hawaiian/Pacific Islander | 1 Participants | 0 Participants | 0 Participants | 1 Participants | 1 Participants | 3 Participants |
| Race/Ethnicity, Customized Other/multi-racial | 10 Participants | 7 Participants | 5 Participants | 16 Participants | 2 Participants | 40 Participants |
| Race/Ethnicity, Customized White | 50 Participants | 48 Participants | 56 Participants | 172 Participants | 100 Participants | 426 Participants |
| Sex/Gender, Customized Another gender | 2 Participants | 4 Participants | 3 Participants | 8 Participants | 7 Participants | 24 Participants |
| Sex/Gender, Customized Did not give | 0 Participants | 0 Participants | 0 Participants | 0 Participants | 1 Participants | 1 Participants |
| Sex/Gender, Customized Female | 49 Participants | 49 Participants | 50 Participants | 140 Participants | 75 Participants | 363 Participants |
| Sex/Gender, Customized Male | 35 Participants | 37 Participants | 36 Participants | 110 Participants | 49 Participants | 267 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk | EG002 affected / at risk | EG003 affected / at risk | EG004 affected / at risk |
|---|---|---|---|---|---|
| deaths Total, all-cause mortality | 0 / 0 | 0 / 0 | 0 / 0 | 0 / 0 | 0 / 0 |
| other Total, other adverse events | 0 / 0 | 0 / 0 | 0 / 0 | 0 / 0 | 0 / 0 |
| serious Total, serious adverse events | 0 / 0 | 0 / 0 | 0 / 0 | 0 / 0 | 0 / 0 |
Outcome results
Primary
Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR)
The Quick Inventory of Depressive Symptoms-Self Report is a 16-item self-report scale that measures depressive symptom severity. Scores range from 0 to 27, with higher scores indicating greater depressive symptoms.
Time frame: Baseline, 1-2 weeks after baseline
Population: Number differs because: (1) some participants did not enter information in to complete the measure, and (2) some participants did not move on to Time 2.
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Entrée: Cognitive Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 2, 1-2 weeks after baseline | 13.00 units on a scale | Standard Deviation 4.32 |
| Entrée: Cognitive Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 1, Baseline | 13.67 units on a scale | Standard Deviation 3.9 |
| Entrée: Behavioral Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 1, Baseline | 14.09 units on a scale | Standard Deviation 4.67 |
| Entrée: Behavioral Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 2, 1-2 weeks after baseline | 11.91 units on a scale | Standard Deviation 5.61 |
| Entrée: Interpersonal Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 1, Baseline | 14.29 units on a scale | Standard Deviation 4.15 |
| Entrée: Interpersonal Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 2, 1-2 weeks after baseline | 12.94 units on a scale | Standard Deviation 4.44 |
| Sampler Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 2, 1-2 weeks after baseline | 11.47 units on a scale | Standard Deviation 4.72 |
| Sampler Skills | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 1, Baseline | 13.79 units on a scale | Standard Deviation 4.38 |
| Control | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 1, Baseline | 14.03 units on a scale | Standard Deviation 4.38 |
| Control | Change in the Quick Inventory of Depressive Symptoms-Self Report (QIDS-SR) | Time 2, 1-2 weeks after baseline | 12.60 units on a scale | Standard Deviation 5.36 |
Comparison: In this model, the condition included the following levels: entrée, sampler, and control. No covariates were included.p-value: 0.54ANCOVA
Secondary
Change in the Styles of Emotion Response Questionnaire (SERQ)
The Styles of Emotion Response Questionnaire is a 36-item self-report scale that measures the extent to which respondents endorse four different domains of coping skills: cognitive, behavioral, interpersonal, and mindfulness. For each item, participants are asked how often they use the strategy and how much feeling upset negatively impacts the use of this strategy. Scores from the first three skills are secondary outcomes. Scores range from 72-360, with higher scores indicating greater coping skill use. For the purpose of this study, we used the Cognitive, Behavioral, and Interpersonal scales. Scores in each subscale range from 18-90, with higher scores indicating greater coping skill use in that domain.
Time frame: Baseline, 1-2 weeks after baseline
Population: Number differs because: (1) some participants did not enter information in to complete the measure, (2) some participants did not move on to Time 2, and (3) some participants entered in data that was not possible to code (e.g., N/A).
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Entrée: Cognitive Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 1, Baseline | 33.45 units on a scale | Standard Deviation 6.8 |
| Entrée: Cognitive Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 2, 1-2 weeks after baseline | 33.41 units on a scale | Standard Deviation 6.96 |
| Entrée: Cognitive Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 1, Baseline | 33.31 units on a scale | Standard Deviation 8.09 |
| Entrée: Cognitive Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 2, 1-2 weeks after baseline | 35.17 units on a scale | Standard Deviation 6.85 |
| Entrée: Cognitive Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 1, Baseline | 32.11 units on a scale | Standard Deviation 7.5 |
| Entrée: Cognitive Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 2, 1-2 weeks after baseline | 33.38 units on a scale | Standard Deviation 6.75 |
| Entrée: Behavioral Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 1, Baseline | 30.38 units on a scale | Standard Deviation 8.31 |
| Entrée: Behavioral Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 2, 1-2 weeks after baseline | 31.43 units on a scale | Standard Deviation 7.44 |
| Entrée: Behavioral Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 1, Baseline | 32.85 units on a scale | Standard Deviation 6.5 |
| Entrée: Behavioral Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 1, Baseline | 31.36 units on a scale | Standard Deviation 7.86 |
| Entrée: Behavioral Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 2, 1-2 weeks after baseline | 34.13 units on a scale | Standard Deviation 6.88 |
| Entrée: Behavioral Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 2, 1-2 weeks after baseline | 32.61 units on a scale | Standard Deviation 6.62 |
| Entrée: Interpersonal Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 2, 1-2 weeks after baseline | 32.88 units on a scale | Standard Deviation 6.91 |
| Entrée: Interpersonal Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 1, Baseline | 30.75 units on a scale | Standard Deviation 6.73 |
| Entrée: Interpersonal Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 1, Baseline | 33.31 units on a scale | Standard Deviation 5.31 |
| Entrée: Interpersonal Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 1, Baseline | 32.44 units on a scale | Standard Deviation 6.02 |
| Entrée: Interpersonal Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 2, 1-2 weeks after baseline | 34.12 units on a scale | Standard Deviation 5.99 |
| Entrée: Interpersonal Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 2, 1-2 weeks after baseline | 31.15 units on a scale | Standard Deviation 6.49 |
| Sampler Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 2, 1-2 weeks after baseline | 33.22 units on a scale | Standard Deviation 8.18 |
| Sampler Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 2, 1-2 weeks after baseline | 34.04 units on a scale | Standard Deviation 7.56 |
| Sampler Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 1, Baseline | 31.84 units on a scale | Standard Deviation 8.35 |
| Sampler Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 2, 1-2 weeks after baseline | 31.16 units on a scale | Standard Deviation 8.44 |
| Sampler Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 1, Baseline | 30.53 units on a scale | Standard Deviation 8.37 |
| Sampler Skills | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 1, Baseline | 32.69 units on a scale | Standard Deviation 7.56 |
| Control | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 1, Baseline | 30.88 units on a scale | Standard Deviation 8.43 |
| Control | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 1, Baseline | 31.32 units on a scale | Standard Deviation 8.06 |
| Control | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 2, 1-2 weeks after baseline | 33.31 units on a scale | Standard Deviation 7.53 |
| Control | Change in the Styles of Emotion Response Questionnaire (SERQ) | Interpersonal Subscale: Time 2, 1-2 weeks after baseline | 31.16 units on a scale | Standard Deviation 8.34 |
| Control | Change in the Styles of Emotion Response Questionnaire (SERQ) | Behavioral Subscale: Time 2, 1-2 weeks after baseline | 32.73 units on a scale | Standard Deviation 8.14 |
| Control | Change in the Styles of Emotion Response Questionnaire (SERQ) | Cognitive Subscale: Time 1, Baseline | 32.57 units on a scale | Standard Deviation 7.43 |
Comparison: In this model, the condition included the following levels: entrée, sampler, and control. There were three covariates in this model: QIDS at Time 1, gender, and COVID interference.p-value: 0.37ANCOVA
Secondary
Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3
The University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 is a 20-item self-report scale that measures subjective feelings of loneliness and isolation. Scores range from 20-80, with higher scores indicating greater subjective experience of loneliness.
Time frame: Baseline, 1-2 weeks after baseline
Population: Number differs because: (1) some participants did not enter information in to complete the measure, (2) some participants did not move on to Time 2, and (3) some participants entered in data that was not possible to code (e.g., N/A).
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Entrée: Cognitive Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 1, Baseline | 53.87 units on a scale | Standard Deviation 9.16 |
| Entrée: Cognitive Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 2, 1-2 weeks after baseline | 52.59 units on a scale | Standard Deviation 10.54 |
| Entrée: Behavioral Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 1, Baseline | 55.80 units on a scale | Standard Deviation 9.25 |
| Entrée: Behavioral Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 2, 1-2 weeks after baseline | 54.57 units on a scale | Standard Deviation 10.76 |
| Entrée: Interpersonal Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 1, Baseline | 54.70 units on a scale | Standard Deviation 9.22 |
| Entrée: Interpersonal Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 2, 1-2 weeks after baseline | 56.83 units on a scale | Standard Deviation 8.16 |
| Sampler Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 2, 1-2 weeks after baseline | 53.20 units on a scale | Standard Deviation 10.4 |
| Sampler Skills | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 1, Baseline | 53.97 units on a scale | Standard Deviation 9.53 |
| Control | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 1, Baseline | 54.66 units on a scale | Standard Deviation 10.1 |
| Control | Change in the University of California, Los Angeles (UCLA) Loneliness Scale, Version 3 | Time 2, 1-2 weeks after baseline | 54.20 units on a scale | Standard Deviation 10.8 |
Comparison: In this model, the condition included the following levels: entrée, sampler, and control. There was one covariate in this model: QIDS at Time 1.p-value: 0.87ANCOVA
Secondary
Change in the Ways of Responding Questionnaire (WOR)
The Ways of Responding Questionnaire is a measure of compensatory skills taught in CBT for depression. Participants respond to 6 hypothetical stressful situations in which their initial thoughts regarding the event are given. Quality scores range from 0 to 6, with higher scores indicating greater CBT skills.
Time frame: Baseline, 1-2 weeks after baseline
Population: Number differs because: (1) some participants did not enter information in to complete the measure, (2) some participants did not move on to Time 2, and (3) some participants entered in data that was not possible to code (e.g., N/A).
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Entrée: Cognitive Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 1, Baseline | 3.58 units on a scale | Standard Deviation 0.92 |
| Entrée: Cognitive Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 2, 1-2 weeks after baseline | 3.88 units on a scale | Standard Deviation 0.97 |
| Entrée: Behavioral Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 1, Baseline | 3.70 units on a scale | Standard Deviation 0.95 |
| Entrée: Behavioral Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 2, 1-2 weeks after baseline | 4.08 units on a scale | Standard Deviation 0.94 |
| Entrée: Interpersonal Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 1, Baseline | 3.71 units on a scale | Standard Deviation 0.75 |
| Entrée: Interpersonal Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 2, 1-2 weeks after baseline | 3.87 units on a scale | Standard Deviation 0.75 |
| Sampler Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 2, 1-2 weeks after baseline | 4.02 units on a scale | Standard Deviation 1.01 |
| Sampler Skills | Change in the Ways of Responding Questionnaire (WOR) | Time 1, Baseline | 3.70 units on a scale | Standard Deviation 0.87 |
| Control | Change in the Ways of Responding Questionnaire (WOR) | Time 1, Baseline | 3.7 units on a scale | Standard Deviation 0.88 |
| Control | Change in the Ways of Responding Questionnaire (WOR) | Time 2, 1-2 weeks after baseline | 3.96 units on a scale | Standard Deviation 1.02 |
Comparison: In this model, the condition included the following levels: entrée, sampler, and control. There was one covariate in this model: QIDS at Time 1.p-value: 0.92ANCOVA