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Chapter 3

Chapter 3. Research Methods Used to Study Child Behavior Disorders. Science and Common Sense. Science is an extension of common sense that emphasizes systematic questioning. Research Questions. Descriptive Research Questions ask about the nature of a phenomenon

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Chapter 3

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  1. Chapter 3 Research Methods Used to Study Child Behavior Disorders

  2. Science and Common Sense • Science is an extension of common sense that emphasizes systematic questioning

  3. Research Questions • Descriptive Research Questions ask about the nature of a phenomenon • Difference research questions ask if there is a difference between phenomena • Relationship research questions (correlational questions) asks to what degree phenomena are related

  4. Research Paradigms: Distinctions, Descriptions, and Illustrations

  5. Methodology Distinctions • Experimental and non-experimental methods are mirror images of one another in some ways • Experimental – investigator manipulates the treatment given to a participant in an environment that is carefully controlled • Non-experimental – investigators observe, analyze and describe phenomena as they exist

  6. Quantitative and Qualitative Methods • Quantitative – conducted in controlled a way that results can be reduced to numerical presentation • Qualitative – emphasizes reluctance to intervene in naturally occurring phenomena

  7. Quantitative vs Qualitative • Quantitative • Usually occurs in more controlled environment, so researcher can be more confident in ascribing results to treatment variable • Controlled environment more artificial and can make participants differently than in their normal setting

  8. Quantitative and Qualitative • Qualitative • Usually occurs in more natural and less controlled environment, which are less likely to influence participant behavior • Relative absence of control can contribute to unreliable data

  9. Quantitative Methods • Characterized by manipulation of the treatment or condition under study • Factor manipulated is independent (experimental) variable • Measure, means by which treatment effect is determined is dependent variable

  10. Quantitative: continued • Preference for precise hypothesis state at outset • Preference for precise definitions state at the outset • Data reduced to numerical scores • Much attention to assessing and improving reliability of scores obtained from instruments

  11. Quantitative: continued • Assessment of validity through variety of design procedures with reliance on statistical indices • Preference for random techniques for obtaining meaningful samples • Preference for precise descriptions of procedures

  12. Quantitative: continued • Preference for specific design control for procedural bias • Preference for statistical summary of results • Preference for breaking down of complex phenomena into specific parts for analysis • Willingness to manipulate aspects, situations, or conditions

  13. Qualitative Methods • Nonexperimental involves observation, analysis and description of phenomena rather than manipulation of treatment variables

  14. Qualitative: continued • Observation – data collection strategy that can be used in several research methods • Vary in degree of involvement of researcher • Participant observation – observer takes part in activities and environment being observed • Nonparticipant observation – observer is not or is only minimally involved in observed setting

  15. Qualitative: continued • Case Studies – in-depth examination of the behavior of an individual or small social unit • Provide important depth, complexity and quantity of information • Information may not be generalizable • Vulnerable to investigator bias

  16. Qualitative: continued • Preference for hypotheses that emerge as study develops Preference for definitions made in context or as study progresses • Preference for narrative description • Preference for assuming that reliability of inferences is adequate • Assessment of validity through cross-checking of sources of information (triangulation)

  17. Qualitative: continued • Preference for expert information samples • Preference for narrative/literary descriptions of procedures • Preference for logical analysis in controlling or accounting for extraneous variables (describing what else seems to be going on) • Primary reliance on researcher to detect and minimize procedural bias

  18. Qualitative: continued • Preference for narrative summary of results • Preference for holistic description of complex phenomena (describing the whole picture) • Unwillingness to tamper with naturally occurring phenomena

  19. Quasi-Experimental Designs • Investigations in which participants cannot be randomly assigned to groups • Participants history cannot be controlled

  20. Studying Development • Longitudinal design – selects a sample of participants for an extended period of time, repeating assessment intermittently • Cross-sectional design – simultaneously samples different groups of participants at several age levels and compares dependent variables across the age groups

  21. Longitudinal Designs: limitations • Participants development may be altered by the repeated assessments – “test-wise” • Participant attrition – participants move away, refuse to continue or die • Measures originally used may become dated in very long studies

  22. Cross-sectional Designs: limitations • Different cohorts or groups are being compared • Age range can be so great that sociocultural or historical changes have been substantial

  23. Time-Series Designs • Investigations in which an independent variable is manipulated across two or more phases and the dependent variable is monitored at each phase • Used to assess the effect of treatment on the behavior of a small number of participants • Clinicians can treat individuals while systematically colleting information • Many measurements are collected over time

  24. Time Series Designs: limitations • Measurements are taken on small number of individuals (or even one) • Results may not be generalizable • Types of participants are frequently atypical

  25. Group Experiments • More participants are included than in time-series • Small number of measurements • Types of group designs • Repeated measures design (pretest and posttest comparison) • Multifactor designs – include two or more experimental variables

  26. Meta-Analysis • Facilitates the analysis and interpretation of multiple results from different studies • Allows researchers to statistically analyze and synthesize the findings of many previous empirical studies • Uncover consensus • Can present integrated picture of overall results

  27. Fundamentals of Research Design

  28. Control – eliminating the systematic influence of all variables except the one being studied • All factors must be equivalent for both groups except the independent variable • Procedures must be equivalent for both groups

  29. Common Design Mistakes • Internal validity – technical soundness of an investigation in terms of control • External validity – experiments generalizability, how well can results be applied to other participants, settings and treatments

  30. Common Design Mistakes • Placebo effects – changes in participants’ behavior or performance that occur simply because they are in an experiment and not because of a particular treatment or intervention

  31. Avoiding Design Pitfalls • Random Sampling • Researchers use a selection process in which each individual in the population has an equal chance of being chosen to participate in a study • It is assumed that since each person has an equal chance of selection, that the characteristics of the participant sample will represent those of the entire population

  32. Avoiding Design Pitfalls • Experimental Matching • Procedures by which a researcher forces group equivalence in terms of characteristics thought to be important for the particular study being conducted

  33. Ethical Issues in Conditioning Research • Ethical issues critical because psychology involves people working with other people and controlling aspects of their lives

  34. Protecting welfare of participants • Harm can be physical or psychological stress, or social embarrassment • Cannot completely eliminate stress of any kind for participants • Potential harm weighed against potential benefits of research

  35. Informed Consent • Capacity – persons ability and legal authority to consent to participate in a research project • Children may not be old enough to give legal consent or cannot give consent because of mental disorders

  36. Information – Investigators must provide complete, and clearly communicated information regarding the study • Participants with behavior disorders may have difficulty understanding information no matter how well it is communicated

  37. Voluntariness – Participants must participate of their own free will without coercion • Participants may feel coercion simply because the researcher may represent a power figure for them

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