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| Pregunta | Respuesta |
| epidemiological research | study of incidence, prevalence, and co-occurrence of childhood disorders and competencies in clinic-referred of community samples |
| incidence rates | extent to which new cases of disorder appear over a specified period |
| prevalence rates | all cases, new or old, observed during a specified period of time |
| correlates | variables associated with a particular point in time, with no clear proof that one proceeds the other |
| risk factor | variable that precedes an outcome of interest and increases chances of negative outcome |
| cause | influence either directly or indirectly through other variables, the occurrence of a behaviour or disorder of interest |
| moderator variable | influence the direction of strength of the relationship of variables of interest ex. child's sex, age, cultural background, etc |
| mediator variable | the process, mechanism, or means through which a variable produces a particular outcome (describe what happens @ psychological or neurobiological level to explain how one variable results from another) |
| randomized controlled trials (RTC's) | children with a particular problem are randomly assigned to different treatment and control conditions |
| treatment efficacy | whether treatment can produce changes under well-controlled conditions |
| treatment effectiveness | whether the treatment can be shown to work in clinical practice, not just well-controlled conditions |
| reliability | consistency, happens over and over again, a NECESSARY CONDITION for validity |
| internal consistency | are reports of the symptoms consistent? |
| test-retest reliability | do we get the same answer on different measurement occasions? (**some constructs SHOULD change over time) |
| validity | am I measuring what I think I'm measuring |
| convergent validity | are scores on the measure related to other measures or indicators of the SAME construct? ex. my new scale of depression should be correlated with other scales of depression |
| discriminant validity | are scores on the measure DIFFERENT from scores of other constructs? (ex. my new scale of depression should NOT show incredibly high correlations with a scale of anxiety) |
| EEG (electroencephalogram) | measure electric activity in the brain with ongoing thinking, emotion or states of arousal |
| naturalistic observation | unstructured, in child's natural environment |
| structured observation | usually in a lab, highly structured, involving specific tasks or instructions |
| external validity | degree to which findings can be generalized, or extended, to people, settings, times, measures, and characteristics other than the ones in a particular study |
| retrospective design | sample of people identified at current time and asked for info related to earlier time |
| real-time prospective designs | research sample is identified and then followed over time, with data collected at specified time intervals |
| analogue research | specific variable of interest under conditions that only resemble or approximate the situation for which one wished to generalize, purpose is to illuminate a specific process that would otherwise be difficult to study |
| 4 types of research designs | case study, single-case experimental design, A-B-A-B reversal design, multiple-baseline design |
| single-case experimental design | systematic repeated assessment of behaviour over time, replication of treatment effects WITHIN SAME SUBJECT over time, etc... |
| A-B-A-B reversal design | baseline taken, intervention phase, return to baseline, intervention reintroduced (to find if they're due to intervention or not) |
| multiple-baseline design | baseline observed over time, then challenged one problem at a time |
| cross-sectional research | different kids at different ages/periods of development are studied at the same point in time |
| qualitative research | focuses on narrative accounts, description, interpretation, context and meaning, purpose is to describe, interpret and understand the phenomenon of interest in the context |
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