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Between Subjects Methods Discussion

Between Subjects Methods Discussion

ANSWER

Discussion Topic: Between-Subjects Methods PART 1

Research Question: Does early intervention improve social communication skills in children with Autism Spectrum Disorder (ASD) compared to a control group?

For my hypothetical study on ASD and early intervention, I would choose the randomized two-group design as the between-subjects method. Here’s why I believe this method is suitable:

Reasons for Choosing Randomized Two-Group Design:

  1. Minimizing Bias: This design randomly assigns participants into two groups – one receiving early intervention and the other not. Randomization helps ensure that both groups are equivalent at the start of the study, minimizing selection bias.
  2. Causality Inference: The randomized two-group design allows for a more confident inference of causality. If the group receiving early intervention shows significant improvements in social communication skills, we can reasonably attribute these changes to the intervention.
  3. Control over Extraneous Variables: By randomly assigning participants, we control for extraneous variables that could affect the results. This enhances internal validity.

Description of How to Use the Randomized Two-Group Design:

  1. Participant Recruitment: Recruit a sample of children diagnosed with ASD who meet the inclusion criteria.
  2. Random Assignment: Randomly assign participants into two groups: one receiving early intervention and the other serving as the control group. Randomization can be achieved using computer-generated random numbers.
  3. Baseline Assessment: Assess the social communication skills of all participants before the intervention begins to establish a baseline measurement.
  4. Intervention: Provide early intervention (e.g., behavioral therapy) to the experimental group. The control group receives no intervention during this period.
  5. Post-Intervention Assessment: After the intervention period, assess the social communication skills of both groups again to measure changes.
  6. Data Analysis: Compare the post-intervention scores between the two groups using statistical tests (e.g., t-test) to determine if the intervention had a significant impact.

Handling Error-Variance:

To handle error-variance, I would implement several strategies:

  1. Random Sampling: Ensure that the sample selected is representative of the broader population of children with ASD to reduce sampling error.
  2. Standardized Assessment Tools: Use validated and standardized assessment tools to measure social communication skills, reducing measurement error.
  3. Large Sample Size: Increasing the sample size can help reduce the impact of random variation in individual responses.
  4. Blinding: Implement blinding procedures where possible to reduce experimenter bias.

Discussion Topic: Within-Subjects Designs PART 2

For my hypothetical research question on ASD and early intervention, I would not choose a within-subjects design. Instead, I would stick with the between-subjects design described above. Here’s why:

Advantages of Within-Subjects Design:

  • Increased Sensitivity: Within-subjects designs are often more sensitive to detecting small changes because each participant serves as their control, reducing variability.
  • Fewer Participants: This design typically requires fewer participants since each participant is measured under both conditions.

Disadvantages of Within-Subjects Design:

  • Order Effects: Within-subjects designs are susceptible to order effects, where the order in which conditions are presented may influence participants’ responses. This is a significant concern when studying interventions, as prior exposure to the intervention could affect subsequent performance.
  • Practice Effects: Repeated measurements may lead to practice effects, where participants improve simply because they become more familiar with the assessment tools.
  • Carryover Effects: Some interventions might have lasting effects that carry over into subsequent measurements, confounding the results.
  • Participant Attrition: Keeping participants engaged over multiple assessments can be challenging, leading to attrition and data loss.

Given the nature of the research question regarding early intervention for children with ASD, it’s essential to avoid order and practice effects that could distort the results. A between-subjects design is more appropriate in this case, as it eliminates these potential confounds and provides a clearer assessment of the intervention’s effectiveness.

Between Subjects Methods Discussion

QUESTION

Description

 

 

My study is psychology for the first part. part 2 is Autism Spectrum Disorder.

Discussion Topic: Between-Subjects Methods PART 1

With your hypothetical research question in mind, select one of the between-subjects methods from the text (such as: randomized two-group design; randomized multigroup design; matched-groups design; matched pairs design; or the matched-multigroup design), and discuss why you believe this method would be best to use. Provide a detailed description of how you would use this method in your study, and include a brief discussion of how you would handle the problem of error- variance. PLEASE NOTE! If a between-subjects design would not be adaptable to your study (and it may not be, that is why there are so many different types of research designs), explain why it would not. Could the study be altered to make it work?

Discussion Topic: Within-Subjects Designs PART 2

Again using your research question select one of the within-subjects designs ( not a between-subjects design, as done for Discussion Topic 1) from this week’s reading (such as the single factor two-level design or the single factor multilevel design). Discuss the advantages and disadvantages of a within-subjects design, and describe ways to minimize some of the problems inherent with this approach to experimental research. Do you feel that this would be a good method to use for your hypothetical research study? Why or why not?

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