Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Chapter 3
Research
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
A Scientific Approach
 Provides systematic ways of investigating claims in
ways that improve on casual observations
 Requires that theories be backed up by empirical
evidence from controlled studies and that
observations be checked and repeated before
conclusions are drawn
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Scientific Approaches to Research (cont.)
Figure 3.1 The research process in abnormal child psychology.
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Skepticism in Child Psychopathology Research
 Reasons:
 experts on childhood disorders frequently disagree
 findings often in conflict with one another
 research has led to different treatment
recommendations, and some treatments shown to
have no effect
 conclusions are often qualified, with no definitive
answers
 findings often dismissed because of exceptions or
personal experiences to the contrary
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Common Research Topics
 Nature and Distribution of Childhood Disorders
 epidemiological research addresses questions
about the nature and distribution of childhood
disorders
 incidence rates: the extent to which new cases of
a disorder appear over a specified time period
 prevalence rates: all cases, whether new or
previously existing, that are observed during a
specified time period
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Common Research Topics (cont.)
 Correlates, Risks, and Causes
 correlated variables are associated at a particular
point in time with no clear proof that one precedes
the other
 risk factor: variable that precedes an outcome of
interest and increases the chances that the
outcome will occur
 protective factor: variable that precedes an
outcome of interest and decreases the chances
that the outcome will occur
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Common Research Topics (cont.)
 Moderating and Mediating Variables
 moderating variable: a factor that influences the
direction or strength of the relationship between
other variables of interest
 mediating variable: the process, mechanism, or
means through which a variable produces a
particular outcome; describes what happens at the
psychological or neurobiological level to explain
how one variable results from another
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Common Research Topics (cont.)
Figure 3.2 Mediating variables: The type of discipline used by mothers on days they
are feeling distressed mediates the relationship between maternal distress and child
behavior problems.
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Common Research Topics (cont.)
 Outcomes associated with childhood problems
 Interventions
 treatment efficacy: refers to whether or not a
treatment can produce changes under wellcontrolled conditions
 treatment effectiveness: refers to whether the
treatment can be shown to work in actual clinical
practice, rather than in laboratory conditions
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Standardization, Reliability, and Validity
 Standardization
 the process by which a set of norms is specified
for a measurement procedure so that it can be
used consistently across different assessments
 Reliability
 the consistency of a measure, either across raters
or time
 Validity
 the extent to which the method actually measures
the construct of interest
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Forms of Measurement
 Reporting
 includes unstructured clinical interviews, highly
structured interviews, and questionnaires
 inaccuracies may occur because of inability to
recall events, selective recall or bias, and
intentional distortions
 requires a certain level of verbal ability, therefore
often not considered reliable with children under
age 7 or 8
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Forms of Measurement (cont.)
 Psychophysiology and Neuroimaging
 physiological responses often recorded include
heart rate, blood pressure, respiration, pupil
dilation, and electrical skin conductance
 limitations of physiological measures include
inconsistency, high level of inference often
involved, and susceptibility to extraneous
influences
 electroencephalogram (EEG) measures electrical
activity of the brain
 neuroimaging procedures examine the structure
and/or function of the brain
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Forms of Measurement (cont.)
 Observation
 may range from unstructured, naturalistic
observations to highly structured
 compared to naturalistic observations, structured
observations are often cost-effective, allow for
focused attention, are useful for studying
infrequent behavior, and allow for greater control
over the situation
 major limitation is that one cannot be certain the
observations are a representative sample of
behavior
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Validity of Studies
 Internal validity
 the extent to which a particular variable, rather than
extraneous influences, accounts for the findings
 may be threatened by maturation, effects of testing, an
subject selection biases
 External validity
 the extent to which findings can be generalized to other
people, settings, times, measures, and characteristics
 may be threatened by subject reactivity to participation,
the setting, and the time measurements are made
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Identifying the Sample
 A careful definition of the sample is critical for
comparability of findings across studies
 Must consider comorbidities among the sample
 Random selection is rare in child psychopathology
studies; often need to use a sample of convenience
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
General Approaches to Research
 Nonexperimental vs Experimental Research
 in true experiments, researchers have maximum
control over the independent variable, subjects are
randomly assigned, and possible sources of bias
are controlled
 correlational studies only examine relationships
among variables- causality cannot be determined
 natural experiments involve comparisons between
conditions that already exist
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
General Approaches to Research (cont.)
 Prospective vs Retrospective Research
 real-time prospective designs: sample is followed
longitudinally over time; time consuming and
susceptible to sample attrition
 retrospective designs: sample is asked for
information relating to an earlier time period;
highly susceptible to recall bias and distortion
 Analogue Research
 evaluation of a specific variable under conditions
that only resemble the situation to which one
wishes to generalize
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Research Designs
 Case Studies
 intensive and usually anecdotal observations and
analyses of an individual child; rich sources of
descriptive information
 often viewed as unscientific and flawed because
of uncontrolled methods and selective biases, as
well as the inherent difficulties in integrating
observations, drawing valid inferences, and
generalizing from one child to other children
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Research Designs (cont.)
 Single-Case Experimental Designs
 often used to evaluate the impact of treatments
 involves repeated assessment of behavior over
time, replication of treatment effects within the
same subject, and the subject serving as own
control
 common examples are the A-B-A-B (reversal)
design and the multiple-baseline design
 weaknesses: possible interactions between
treatment and subject characteristics, limited
generality of findings, and subjectivity and
inconsistency of visual inspection of the data
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Research Designs (cont.)
 Between-Group Comparison Designs
 involves comparisons between experimental and
control groups
 Cross-Sectional Studies
 individuals at different ages or stages of
development are studied at the same point in time
 often efficient and less susceptible to attrition and
practice effects
 do not allow for inferences regarding change in
the individual and are susceptible to cohort effects
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Research Designs (cont.)
 Longitudinal Studies
 same individuals are studied at different ages or
stages of development
 allows for identification of patterns that are
common to all children and for tracking differences
in developmental paths
 disadvantages include time commitment,
increased costs, aging effects, cohort effects,
period effects, and practice effects
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Qualitative Research
 Purpose is to describe, interpret, and understand the
phenomenon of interest in the context in which it is
experienced
 Although intensive and intimate, may be biased by
researcher’s values and preferences, and findings
cannot be generalized to other individuals
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Ethical and Pragmatic Issues
 Informed Consent and Assent
 informed consent must be obtained from parents
 child’s assent must be obtained when child is
around age 7 or older
 Voluntary Participation
 participation in research must be voluntary
 may be compromised by subtle pressure and
coercion
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Ethical and Pragmatic Issues (cont.)
 Confidentiality and Anonymity
 disclosed information must be kept confidential
 individuals must be advised about any exceptions
to confidentiality
 disclosures of abuse common problem in child
research
 Non-harmful procedures
 no research procedures may be used that may
harm a child physically or psychologically
Abnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe
Chapter 3: Research
Ethical and Pragmatic Issues (cont.)
 Other Ethical and Pragmatic Concerns
 may arise when research involves potentially
invasive procedures, deception, the use of
punishment, the use of incentives
 final responsibility of ethical integrity is with the
investigator