Clinician perspectives of the implementation of an early intervention service for eating disorders in England: a mixed method study

Table 4 Multi-level models for the change in attitude scores from pre-training (Time 1) to post-training (Time 2) and 3-month follow-up (Time 3)

Outcome	ICC	Predictors	b (SE)	β (SE)	t	df	p
Positive Attitudes	0.38	Time: Linear	1.88 (0.57)	2.84 (0.86)	3.31	241	<0.005
		Time: Quadratic^a	−1.79 (0.49)	−2.70 (0.73)	−3.68	241	<0.001
Negative Attitudes	0.64	Time: Linear	−0.49 (0.69)	−0.50 (0.70)	−0.71	241	0.48
		Time: Quadratic^a	0.98 (0.57)	0.99 (0.57)	1.73	241	0.08
Knowledge/Skills	0.31	Time: Linear	5.79 (1.08)	6.12 (1.43)	5.36	239	<0.001
		Time: Quadratic^a	−3.74 (0.56)	−3.95 (0.59)	−6.70	239	<0.001
Importance of Early Intervention for Eating Disorders	0.55	Time: Linear	0.33 (0.32)	0.73 (0.72)	1.02	239	0.31
		Time: Quadratic^a	0.03 (0.32)	0.06 (0.71)	0.08	239	0.94

Note Significant predictors are indicated in bold. ^aNegative quadratic values indicate concave shaped relationship, whereas positive values indicate convex

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