This article provides a discussion of a number of statistical and procedural aspects of psychoeducational studies that can influence the interpretations and conclusions drawn from such research. The topics covered relate to situations that are commonly encountered by researchers and practitioners in the conduct and interpretation of psychoeducational studies. In many cases, guidelines are provided for the practitioner regarding how each of the aspects discussed is most likely to influence the results of a research study. Most of the topics included are not covered in depth but are accompanied by sufficient references for the interested reader to pursue each topic in more depth.
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