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| is the study of incidence, prevalence, and co-occurrence of disorders and competencies in clinic-referred and community samples |
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| the extent to which new cases of a disorder appear over a specified time period |
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| all cases, whether new or previously existing, that are observed during a specified time period |
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| Prevalence rates vary depending on |
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| on how cases are defined (single symptoms, multiple symptoms, or patterns of symptoms) |
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| Rate and expression of symptoms and disorders vary in relation to |
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| demographic and situational factors, e.g., SES |
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| variables associated at a particular point in time with no clear proof that one precedes the other |
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| variables that precede an outcome of interest and increase the chance of a negative outcome |
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| variables that precede an outcome of interest and decrease the chance of a negative outcome |
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| Research into risk and protective factors requires |
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| large samples and that multiple domains of functioning (physical, intellectual, psychosocial) be assessed over long periods of time |
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| Sleeper (delayed) effects |
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| complicate study of risk and protective factors |
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| influence the direction or strength of the relationship of variables of interest |
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| refer to the process, mechanism, or means through which a variable produces a particular outcome |
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Moderators have an independent effect on the existing relationship between two variables
Mediators account for some or all of the apparent relationship between two variables |
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| Randomized controlled trials (RCTs): |
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| children with a particular problem are randomly assigned to different treatment and control conditions |
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| Treatment efficacy vs Treatment effectiveness |
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efficacy- refers to whether a treatment can produce changes under well-controlled conditions
effectiveness refers to whether the treatment can be shown to work in clinical practice not just in well-controlled research settings |
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| the consistency or repeatability of results obtained using a specific method of measurement |
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| whether all parts of a method of measurement contribute in a meaningful way to the information obtained |
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| various observers agree on what they see |
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| : results obtained from a measure are stable over time |
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| Reliability depends on the measures you are using. Using questionaire? Interviews? |
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| Interviews? Interrater reliability. questionaire? Then focus on internal consistency. |
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| the extent to which the method actually measures the dimension or construct of interest |
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| : the extent to which it appears to assess the construct of interest |
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| whether scores on a measure behave as predicted by theory or past research |
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| refers to the degree of correlation between measures that are not expected to be related to one another |
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Criterion-related validity:
In the future vs at same time |
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refers to how well a measure predicts behavior in specific settings At the same time (concurrent validity)
In the future (predictive validity) |
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| Compared to naturalistic observations, structured observations are |
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| often cost-effective, allow for focused attention, are useful for studying infrequent behavior, and allow for greater control over the situation |
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| observational methods major limitations |
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| uncertainty of whether the observations are a representative sample of behavior, and the effect of the observer’s presence on the behavior being observed |
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The extent to which a particular variable, rather than extraneous influences, accounts for the findings
Among the threats to internal validity are maturation, the effects of testing, and subject selection biases |
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| The degree to which findings can be generalized to other people, settings, times, measures, and characteristics |
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| Among the threats to external validity are |
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| individual characteristics of participants, subject reactivity to participation, the setting, and the time that measurements are made |
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| greatest Internal validity b/c in RCT you can control for maturation, effects of testing, subject selection biases |
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every person has equal probability to being in your sample
Random assesment is internal- every participant has equal opportunity to be in any tx group |
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| The simultaneous occurrence of two or more disorders than would commonly be predicted from general population base rates of individual disorders |
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Sample is identified at the current time and asked for information relating to an earlier time
Data are highly susceptible to bias and distortion in recall |
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| Real-time prospective designs |
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Sample is identified and followed over time, with data collected at specified time intervals
Problems related to bias and distortion in recall are minimized, but these designs are time consuming and susceptible to sample attrition |
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| Evaluates a specific variable under conditions that only resemble or approximate the situation for which one wishes to generalize |
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individuals at different ages or periods of development are studied at the same point in time
Often efficient and less susceptible to attrition and practice effects; however, evidence about individual change is not available |
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individuals are studied over time at different ages or periods of development
Identify patterns common to youngsters, differences in developmental paths, and individual developmental trends; however, difficult to obtain/maintain funding over time, problems with practice effects as well as aging and cohort effects |
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Focuses on narrative accounts, description, interpretation, context, and meaning.
findings cannot be generalized to other individuals |
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The child agrees to participate
Must be obtained if child is around age 7 or older |
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