Principles for Designing Randomized Preventive Trials in Mental Health: An Emerging Developmental Epidemiology Paradigm

Brown, C. Hendricks; Liao, Jason

doi:10.1023/a:1022142021441

Cited by 142Statistical Methods in Clinical TrialsStatistical Methods and Bayesian InferenceAdvanced Causal Inference Techniques

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Principles for Designing Randomized Preventive Trials in Mental Health: An Emerging Developmental Epidemiology Paradigm

Brown, C. Hendricks, Liao, Jason·1999·American Journal of Community Psychology

DOI 10.1023/a:1022142021441

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Abstract

An emerging population‐based paradigm is now being used to guide the design of preventive trials used to test developmental models. We discuss elements of the designs of several ongoing randomized preventive trials involving reduction of risk for children of divorce, for children who exhibit behavioral or learning problems, and for children whose parents are being treated for depression. To test developmental models using this paradigm, we introduce three classes of design issues: design for prerandomization, design for intervention, and design for postintervention. For each of these areas, we present quantitative results from power calculations. Both scientific and cost implications of these power calculations are discussed in terms of variation among subjects on preintervention measures, unit of intervention, assignment, balancing, number of pretest and posttest measures, and the examination of moderation effects.

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Our classroom blocked design allowed us to test intervention impact on ODRs and suspensions by holding fixed those school contextual effects.
“Our classroom blocked design (i.e., random assignment of children to intervention or control groups from the same classroom) allowed us to test intervention impact on ODRs and suspensions by holding fixed those school contextual effects (Brown and Liao 1999).”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Brown and Liao 1999
This type of classroom blocked design allowed us to hold fixed teacher and classroom context effects in examining impact and is efficient in statistical power.
“This type of classroom blocked design allowed us to hold fixed teacher and classroom context effects in examining impact and is efficient in statistical power (Brown and Liao 1999).”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Brown and Liao 1999

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Authors: Brown, C. H., & Liao, J.
Affiliations: University of South Florida (US)
Department of Epidemiology and Bioslatistics University of South Florida U. S. A.
ORCID: Brown, C. Hendricks
Venue: American Journal of Community Psychology
Publisher: Wiley
Published: 1999-10
Volume: 27
Issue: 5
Pages: 673-710
ISSN: 0091-0562 (ISSN-L)
1573-2770
DOI: 10.1023/a:1022142021441
OpenAlex: W1774286576
Cited by: 142
References: 7
Citations by year: 2025: 2 · 2023: 3 · 2022: 5 · 2021: 3 · 2019: 1 · 2018: 7 · 2017: 2 · 2016: 8 · 2015: 8 · 2014: 5 · 2013: 6 · 2012: 5
FWCI: 1.06
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: American Journal of Community Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: National Institute of Mental Health (MH 38725, MH01259, K02MH001259, R01MH040859)
Topics: Physical Sciences › Mathematics › Statistics and Probability › Statistical Methods in Clinical Trials
Physical Sciences › Mathematics › Statistics and Probability › Statistical Methods and Bayesian Inference
Physical Sciences › Mathematics › Statistics and Probability › Advanced Causal Inference Techniques
Keywords: developmental epidemiology, child mental health, children of divorce, behavioral problems, learning difficulties, parental depression, power analysis, intervention design, moderating effect, sample size, cost implications
MeSH terms: Mental Disorders, Humans, Random Allocation, Research Design, Sensitivity and Specificity, Models, Statistical, Bias, Randomized Controlled Trials as Topic

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Principles for Designing Randomized Preventive Trials in Mental Health: An Emerging Developmental Epidemiology Paradigm

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