Chapter 3 – research
A scientific approach:
Is a systematic way of finding answers to questions a method of inquiry that follows certain rules.
People are skeptical about research in abnormal child psychology:
- Experts on childhood problems frequently disagree
- Research studies that appear in mainstream media are simplified how things are presented
make it more of less believable
- Research findings in abnormal child psychology are often in conflict with one another
- Research had les to different recommendations regarding how children with problems should
be helped not every treatment works for every individual
- Dismiss the findings because they have encountered an exception personal experience
FC (facilitated communication) meets many of the criteria of pseudoscience: because
demonstrations of benefit are based on anecdotes or testimonials, the child’s baseline abilities and
the possibility of spontaneous improvement are ignored and typical scientific procedures are
disavowed.
Difference between science and pseudoscience is that scientist play by the rules of science, are
prepared to admit when they are wrong and are open to change.
The research process
Ethical considerations must be considered at every stage of the research process. Research is to
answer questions, based on theories of atypical development and behavior.
Epidemiological research: study of the incidence, prevalence and co-occurate of childhood disorders
and competencies in clinic-referred and community samples.
Incidence rates: reflect the extent to which new cased of a disorder appear over a specified period.
Prevalence rates: refer to all cases whether new or previously existing, observed during a specified
period of time.
Three general variables in abnormal child psychology:
1. Correlates not clear what came first
2. Risks and protective factors the change of a certain outcome. Requires large samples of
children studied and that multiple domains of child functioning
o Physical, cognitive and psychosocial
Small percentage of the children at risk will develop the disorder
Areas functioning that will be affected is not known at the start
Ages which a disorder can occur is not known in advance
3. Causes decrease the change of the outcome
Find out to answer the relation between the three variables.
Difference between moderating and mediating variables:
- Moderation variables:
Influence the direction or strength of the relationship of variables of interest (onafhankelijk
effect op de bestaande relatie tussen twee variabelen) A B, onder de peil C
- Mediator variables
The process, mechanism or means through which a variable produces a particular outcome
(tussenstapje hoe de ene variabele uit de andere komt, verklaren met relatie) A C B
, RTC’s (randomized controlled trails): in which children with a particular problem are randomly
assigned to a different treatment to test treatment.
Treatment efficacy: refers to whether the treatment can produce changes under well-controlled
conditions research settings.
Treatment effectiveness: refers to whether the treatment can be shown to work in clinical practice,
not just in well-controlled research settings.
Methods of studying behavior:
Standardization: process that specifies a set of standards or norms for a method of measurement
that are to be used consistently across different assessments of the construct of interest. To ensure
consistency in the way it is used by different assessors and across measurement occasions.
Reliability: consistency or repeatability of results obtained using a specific method of measurements.
The degree to which a measurement obtained using the same technique is consistent, for example,
over time or across assessors (tussenbeoordelaar):
- Internal consistency:
All parts of a method of measurement contribute in a meaningful way to the information
obtained.
- Interrater reliability:
Information must also not depend on a single observer various people must degree on
what they see.
- Test-retest reliability:
Test repeated in a short time of interval should yield similar results.
Validity: the degree to which a technique measures what it is designed to measure.
- Face validity:
The extent to which a test is subjectively viewed as covering the concept it is supposed to
measure.
- Construct validity:
Whether scores on a measure behave as predicted by theory of past research.
o Convergent validity:
Two measures assess similar or related constructs
o Discriminant validity:
The degree of correlation between measures that are not expected to be related to
one another.
- Criterion validity:
How well a measure predicts behavior in settings where we would expect it to do so.
o Current validity same time
o Predictive validity in the future
Self-report measure: child/parent will provide information about his or her own behaviors, feelings
and thoughts. Not under 7/8 years old not reliable.
Informant-report measure: a person who is well acquainted/related with the child, will provide
information based on observations.
Psychophysiological methods: electrophysiological measure of brain functioning (heart rate,
breathing, pupils, blood pressure).
- EEG (electroencephalogram):
A scientific approach:
Is a systematic way of finding answers to questions a method of inquiry that follows certain rules.
People are skeptical about research in abnormal child psychology:
- Experts on childhood problems frequently disagree
- Research studies that appear in mainstream media are simplified how things are presented
make it more of less believable
- Research findings in abnormal child psychology are often in conflict with one another
- Research had les to different recommendations regarding how children with problems should
be helped not every treatment works for every individual
- Dismiss the findings because they have encountered an exception personal experience
FC (facilitated communication) meets many of the criteria of pseudoscience: because
demonstrations of benefit are based on anecdotes or testimonials, the child’s baseline abilities and
the possibility of spontaneous improvement are ignored and typical scientific procedures are
disavowed.
Difference between science and pseudoscience is that scientist play by the rules of science, are
prepared to admit when they are wrong and are open to change.
The research process
Ethical considerations must be considered at every stage of the research process. Research is to
answer questions, based on theories of atypical development and behavior.
Epidemiological research: study of the incidence, prevalence and co-occurate of childhood disorders
and competencies in clinic-referred and community samples.
Incidence rates: reflect the extent to which new cased of a disorder appear over a specified period.
Prevalence rates: refer to all cases whether new or previously existing, observed during a specified
period of time.
Three general variables in abnormal child psychology:
1. Correlates not clear what came first
2. Risks and protective factors the change of a certain outcome. Requires large samples of
children studied and that multiple domains of child functioning
o Physical, cognitive and psychosocial
Small percentage of the children at risk will develop the disorder
Areas functioning that will be affected is not known at the start
Ages which a disorder can occur is not known in advance
3. Causes decrease the change of the outcome
Find out to answer the relation between the three variables.
Difference between moderating and mediating variables:
- Moderation variables:
Influence the direction or strength of the relationship of variables of interest (onafhankelijk
effect op de bestaande relatie tussen twee variabelen) A B, onder de peil C
- Mediator variables
The process, mechanism or means through which a variable produces a particular outcome
(tussenstapje hoe de ene variabele uit de andere komt, verklaren met relatie) A C B
, RTC’s (randomized controlled trails): in which children with a particular problem are randomly
assigned to a different treatment to test treatment.
Treatment efficacy: refers to whether the treatment can produce changes under well-controlled
conditions research settings.
Treatment effectiveness: refers to whether the treatment can be shown to work in clinical practice,
not just in well-controlled research settings.
Methods of studying behavior:
Standardization: process that specifies a set of standards or norms for a method of measurement
that are to be used consistently across different assessments of the construct of interest. To ensure
consistency in the way it is used by different assessors and across measurement occasions.
Reliability: consistency or repeatability of results obtained using a specific method of measurements.
The degree to which a measurement obtained using the same technique is consistent, for example,
over time or across assessors (tussenbeoordelaar):
- Internal consistency:
All parts of a method of measurement contribute in a meaningful way to the information
obtained.
- Interrater reliability:
Information must also not depend on a single observer various people must degree on
what they see.
- Test-retest reliability:
Test repeated in a short time of interval should yield similar results.
Validity: the degree to which a technique measures what it is designed to measure.
- Face validity:
The extent to which a test is subjectively viewed as covering the concept it is supposed to
measure.
- Construct validity:
Whether scores on a measure behave as predicted by theory of past research.
o Convergent validity:
Two measures assess similar or related constructs
o Discriminant validity:
The degree of correlation between measures that are not expected to be related to
one another.
- Criterion validity:
How well a measure predicts behavior in settings where we would expect it to do so.
o Current validity same time
o Predictive validity in the future
Self-report measure: child/parent will provide information about his or her own behaviors, feelings
and thoughts. Not under 7/8 years old not reliable.
Informant-report measure: a person who is well acquainted/related with the child, will provide
information based on observations.
Psychophysiological methods: electrophysiological measure of brain functioning (heart rate,
breathing, pupils, blood pressure).
- EEG (electroencephalogram):
