Implementing Remote Developmental Research: A Case Study of a Randomized Controlled Trial Language Intervention During COVID-19

Frontiers in Psychology

Jovita L. Solorio-Fielder¹  Kimberly L. Wang¹  Yesi Camacho Torres¹  Xochitl M. Arechiga¹  Jeff R. Dieffenbach¹  Hope Kentala¹  Halie A. Olson¹  Natalie D. Gardino¹  Ola Ozernov-Palchik²  John D. E. Gabrieli² 

[1] Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States;Harvard Graduate School of Education, Cambridge, MA, United States;

关键词: online studies;    RCT;    intervention research;    developmental psychology;    diversity;   

DOI  :  10.3389/fpsyg.2021.734375

来源: DOAJ

【 摘 要 】

Intervention studies with developmental samples are difficult to implement, in particular when targeting demographically diverse communities. Online studies have the potential to examine the efficacy of highly scalable interventions aimed at enhancing development, and to address some of the barriers faced by underrepresented communities for participating in developmental research. During the COVID-19 pandemic, we executed a fully remote randomized controlled trial (RCT) language intervention with third and fourth grade students (N = 255; age range 8.19–10.72 years, mean = 9.41, SD = 0.52) from diverse backgrounds across the United States. Using this as a case study, we discuss both challenges and solutions to conducting an intensive online intervention through the various phases of the study, including recruitment, data collection, and fidelity of intervention implementation. We provide comprehensive suggestions and takeaways, and conclude by summarizing some important tradeoffs for researchers interested in carrying out such studies.

【 授权许可】

Unknown