Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

perception of disruptive behaviour might be different from others because they attend
a school for students with emotional and behavioural problems and are likely to
witness challenging behaviour on a regular basis. They therefore either score
themselves by comparing to others, according to their own set of rules, or trying to
guess how others perceive their behaviour.
6.2.4 The Beck Inventories for Youth: inferential statistics
Having investigated the change scores with descriptive statistics, changes in the data
from before to after music therapy were then analysed using SPSS (5.8). Parametric
statistics from a multivariate analysis of variance (MANOVA) were based on the
assumptions that the data have a normal distribution and groups have equal variance.
Levene’s test was used to look for equal differences in the variances in the different
groups (appendix 6.2f). The degrees of freedom control the size of the effect that is
being looked at and this proved to be non-significant because the p-values were 0.22,
0.4825 and 0.992 for BSCI, BAI and BDBI change scores respectively. This meant
that the null hypothesis of equal variances could not be rejected and the MANOVA
model could be reliably used.
The findings from the MANOVA (appendix 6.2g) revealed that the change scores for
each inventory were neither dependent on which school the student attended nor in
which group they participated. The interaction between these groups was also
insignificant. This meant that, had any effect of school been found, it would have
been independent of group and vice versa.
The tests showed that the only thing which had a significant effect at the pre-defined
5% level on the change scores of the BSCI was the baseline score (p-value = 0.001).
So, regardless of school, group, or other baseline scores, the self-reported selfconcept
inventory made by students before music therapy was shown to influence
their change score in BSCI so much that nothing else in the model could further
explain any of the change.
The only thing that was important in predicting how the BDBI would change was the
student’s self-reported disruptive behaviour results they reported before music
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