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-I intend on sending out my questions before my interviews.  The participants may do extra research between receiving the questions and participating in the interview thus impacting their responses.
-I may approach a subject after they have had a few alcoholic drinks I was not aware of. This may affect their confidence, and likelihood of saying they would attend a certain format of health programming when in a sober state they may not be as willing.

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It is unlikely students will drop out of pro bono because many of them need it for fieldwork this year; however, some do not and they may not wish to continue. Equally possible is clients dropping out (we have already had one do this) due to the telehealth format this semester. This means students are in larger groups dispersed among more clients, meaning they may have less opportunity for taking the lead on patient interactions, which might influence the outcomes I'm measuring (perceived confidence after clinic participation)

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All of my participants opted in to Pro Bono voluntarily. Students'  with natural proclivity toward participating in volunteer experiences may influence study results (i.e. they may be more likely to report high confidence to begin with).

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I created my own outcome measure, which has not been proven to be reliable or valid by research. This may impact study outcome validity.

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All therapists trained in Therapeutic Listening - expert, beginner, or intermediate - have different experiences with the use of this tool. This experiences may impact their perception of the efficacy and value of the clinical decision-making model. Especially the beginner and intermediate therapists may be inconsistent with their practice using Therapeutic Listening and the intended protocol, and they may not have a comprehensive understanding of the use of the intervention across environments. Therapists involved in the focus group may also share the model with other peers not in the focus group who may influence the participants comments or reflections within the focus group.

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The two focus groups intentionally differ in their group make-up to capture the broadest perspective of the use of the tool across therapists. However, this inherent differences in the two groups (expert v. beginner) may influence the ability to compare outcomes of the two focus groups. Many of the expert providers also are known to the Capstone author, which may influence their responses to the questions as opposed to if they were to complete a focus group with a moderator who is not known to participants.

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I developed the focus group questioning route (with guidance of current focus group methodology). However, it is not known if the questions accurately target the intended outcomes of the study. The reliability and validity of the measure cannot be confidently established.

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Participants in the expert focus group may know participants in the second focus group of beginner/intermediate Therapeutic Listening providers. There is potential that the expert providers may share impressions and reflections from the expert focus group with the beginner/intermediate focus group discussion and influence their feedback to similar questions.

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My content consists of 2 parent education modules (one in Oct, one in Nov). Participants are required to complete 8 different measures over that same time period (ie. demographic info, pre/post tests, course satisfaction, perceived confidence level).  I'm worried about a significant drop-off rate.

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I created all of my outcome measures, none of which are tested for reliability or validity. I did attempt to vet with content experts and adapt from previously used measures. I am concerned about construct validity, timing of the pre/post tests and sensitivity to parents changes in knowledge and perceived confidence.

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I already have a small, biased sample population by the nature of HPDS students. Parents who elect to participate may or may not be representative of HPDS parent population and are not representative of the general parent population related to the "need" for information presented.

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Parents who elect to participate will inherently have different prior experiences with navigating special education systems and AT. Some may have worked with professional educational advocates and/or attorneys before landing at HPDS.

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Pretests will be given within a week before each education module and within a week following each education module. Familiarity and timing/memory/ability to process information presented may bias results.