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Implementing Remote Developmental Research: A Case Study of a Randomized Controlled Trial Language Intervention During COVID-19
Name
fpsyg-12-734375.pdf
Size
2.88 MB
Format
Adobe PDF
Checksum (MD5)
df4816f09626e20aadb43ebef7ebb3ac
Author(s)
Ozernov-Palchik, Ola
Olson, Halie A.
Arechiga, Xochitl M.
Kentala, Hope
Solorio-Fielder, Jovita L.
Wang, Kimberly L.
Torres, Yesi Camacho
Gardino, Natalie D.
Dieffenbach, Jeff R.
Gabrieli, John D. E.
Date Issued
January 7, 2022
Publisher
Frontiers Media SA
Citation
Ozernov-Palchik, Ola, Olson, Halie A., Arechiga, Xochitl M., Kentala, Hope, Solorio-Fielder, Jovita L. et al. 2022. "Implementing Remote Developmental Research: A Case Study of a Randomized Controlled Trial Language Intervention During COVID-19." 12.
Version
Final published version
Abstract
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.
Terms of Use
Creative Commons Attribution 4.0 International license
Persistent DSpace Link
DOI of Published Version
10.3389/fpsyg.2021.734375
