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Design Considerations in Multisite Randomized Trials Probing Moderated Treatment Effects

Author

Listed:
  • Nianbo Dong

    (2331University of North Carolina at Chapel Hill)

  • Benjamin Kelcey

    (2514University of Cincinnati)

  • Jessaca Spybrook

    (4175Western Michigan University)

Abstract

Past research has demonstrated that treatment effects frequently vary across sites (e.g., schools) and that such variation can be explained by site-level or individual-level variables (e.g., school size or gender). The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects. The framework considers three core facets of such designs: (a) Level 1 and Level 2 moderators, (b) random and nonrandomly varying slopes (coefficients) of the treatment variable and its interaction terms with the moderators, and (c) binary and continuous moderators. We validate the formulas for calculating statistical power and the minimum detectable effect size difference with simulations, probe its sensitivity to model assumptions, execute the formulas in accessible software, demonstrate an application, and provide suggestions in designing MRTs probing moderated treatment effects.

Suggested Citation

  • Nianbo Dong & Benjamin Kelcey & Jessaca Spybrook, 2021. "Design Considerations in Multisite Randomized Trials Probing Moderated Treatment Effects," Journal of Educational and Behavioral Statistics, , vol. 46(5), pages 527-559, October.
    • Handle: RePEc:sae:jedbes:v:46:y:2021:i:5:p:527-559
    DOI: 10.3102/1076998620961492
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    References listed on IDEAS

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    2. Allen Fleishman, 1978. "A method for simulating non-normal distributions," Psychometrika, Springer;The Psychometric Society, vol. 43(4), pages 521-532, December.
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    Cited by:

    1. Marie-Andrée Somers & Michael J. Weiss & Colin Hill, 2023. "Design Parameters for Planning the Sample Size of Individual-Level Randomized Controlled Trials in Community Colleges," Evaluation Review, , vol. 47(4), pages 599-629, August.

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