ebp study design Flashcards
experimental design
include active manipulations
observational design
no manipulations. observe systematically, don’t alter
controlled experiemental
include non-treatment comparison group
-controlled trial: one group receives treatmnt/manipulation, control group does not
uncontrolled experimental
no control group: all participants receive treatmemt (no control/comparison group)
ex. initial drug safety, tolerability determination
prospective
hypothesis testing, methods planned out before data collection
-experimental studies must be prospective
retrospective
analyze pre-existing data
-ranked lower than prospective: no control over systematic or unknown influences, can’t assess validity of procedures
*key: you form your question with the data that already exists
representative sample
-even representation from all relevant group (gender, ethnicity, age, region)
-stratified sampling is great for this
matched groups
purposefully balance groups on traits expected to affect outcomes
longitudinal
following the same people over a period of time
limitations: subject to atrition, costly, have to wait for results
cross-sectional
use subject groups of different ages/stages to proxy for developmental trajectory
strengths: can measure just once: no subject attrition, cheaper, likely to finish data collection
limitations: risk nonequivalence of important/nuisance variables between groups
case studies
an observational control study, describes single patient
case series - describe series of similar patients
pretest/post test designs
pretest: pretest - treatment/alternative - test
posttest: treatment/alternative - test
correlational study
looking for a relationship among data that already exists
always retropsective
internal validity
accuracy of relation between observations and the subjects observed
-does it measure what the authors intended it to
external validiy
generalizability = applicability of patterns/results to a larger population
-does it apply to more people
blinding
make involved people unaware of information that could bias findings
examples:
-researchers dont know which group is which
-participants are blind to what group they are apart of
-both are blinded, people doing analysis are blinded
confounders/nuisance variables
unintended, uncontrolled, or unknown factors that could affect the results (alternate explanation, nullification, or false conclusion)
-mitigate by knowing behavior might affect and try to eliminate it
replicability
do the studies replicate
descriptive stats
summarizes characteristics of data set
-counts: frequency, percentage
-location/central tedency: mean, median, and mode
-indvidual location: rank, percentile rank, standard score
-variability: range, variance, standard deviation
inferential stats
use sample to infer characteristics of population (t-test, anova)
p-values
if p=.05, 5% of the time you’d find a difference just by chance, even when there isnt one
p-value < alpha value = reject null hypothesis/accept alternative hypothesis
confidence intervals
range of values around a descriptive stat of our sample (eg. mean, medium) that were x% confident contains the populations true stat
-typically 95%
parametric
assume (=require) data have normal distrubution
-two sample t-test
-paired t-test
-simple or complex anova
-pearson correlation (r)
non-parametric
dont assume/require anything an=bout the shape of the distrubution
-wilcoxon rank-sum test
-wilxcoxin signed-rank test
-kruskall wallis test
-friedmans test
-chi-square
-spearman correlation (p)
statistical significance
the numbers on the data you collected
the stat is reliable (unlikely it occured by chance)
practical significance
-useful in clinical decisions/situations
-measure with effect size
clinical importance
clinical importance is a situtation like theres a 2-point difference in scoring, do you change what youre doing?
effect size
-estimate of treatment effect’s size/magnitude
-important to report with stats and interpret
efficacy
impact of treatment in lab conditions
effectiveness
impact as administered in real world
main features of CATE
-treatment evidence
1.plausible rationale for study
2. experimental?
3. control/comparison?
4. random assignment?
5. methods, participants defind?
6. participants representative of population?
7. tx clear?
and more i dont feel like putting
main features of CADE
research on classifying people before treatment
-screening, diagnosis, differential diagnosis
diagnostic fqs:
-patient/problem
-index measure
-compared to te reference
-outcome = accuracy of diagnostic tool
factors for applying research results to client
-levels of evidence
how to gather and incorporate patient preferences
use the capp
main parts of research paper
-background
-participants
-limitations/problems
-research question/purpose/aim
-measures/procedures
-application/usefulness
-study design
-results/conclusion
-your assessment
single-blind
either patient or practioner are unaware of the patient’s treatment group assignment
double/triple-blind
-other researchers are unaware of (something)
-researchers who interact with subjects, give treatment, evaluate progress, analyze data
-ex. have blinded outside observer evaluate effectiveness
multiple baseline (experimental, controlled)
treatment group/patient is its own control, measure multiple times before tx, part-way through, after, later-follow up
cohort - controlled observational
groups differing on a variable are followed over time to observe differences in outcomes
case control - controlled observational
compare group with disorder to controls (w/o disorder), usually at on or a few points in time
cross sectional - controlled observational
examine relationships between variables in a sample at one point in time (correlational: common method)
quasi-experimental designs
-treatment and control groups differ intrinsically (group with disorder gets treatment, compared to no-treatment control group without disorder)
what does it mean when a statistical test compares 2 groups and gives a p-value <0.5
the scores from the 2 groups are different
main features of CABR
-basic research, not clinical
main features of CASC
-turned to issues with single-case design
main feature of CASM
for systemic reviews and meta-analysis
-elgibility
-search criteria
-search
-studies selected
-search validity
-study selection bias
-quality
-effect size
-importance
-analyze
-consistency
-interpret
-relevance
main features of CAPE
-when uncertain about the efficacy of a treatment for a specfic patient
-checklist for apprasing patient evidence
-not critical apprasial
main features of CAPP
-apprasing evidence on patient preferences
Vygotsky’s social interactionism theory suggests language development is facilitated by what
verbal guidance and adult modeling
what does nativist theory say about language knowledge at birth
it is developed through cognitive processess
cognitive theory proposes that lang development is contingent upon what
the development of cognitive percursors
in info-processing theory, what plays a crucial role in lang learning
cognitive functioning mechanisms
according to nativist theory, what enables children to learn lang. quickly
the lang. acquisition device integrating universal and speccific lang rules
what does behavioral theory primarily focus on
observable and measurable aspects of behavior
social interactionism theory views lang as a product of what
social-communicative functions in human relations
according to behavioral theory, how is verbal behavior acquired
under conditions of stimulation, response, and reinforcement
what does cognitive theory suggest i necessary before lang production
acquisition of concepts
how many chromosomes are typically present in people with down syndrome
47 - duplication of chromosome #21 resulting in 47 instead of 46
