Improving research design in pediatric psychology
The authors use examples from their own trials in pediatric Type 1 and Type 2 diabetes and provide guidance on how to align study design with the research question and hypothesis, consider the stage of the research and field, and consider the importance of ensuring that the treatments developed serve all children.
A new study published in the Journal of Pediatric Psychology offers updated guidance to help pediatric psychology researchers design stronger and more equitable intervention studies, focusing on how to choose the right comparator conditions in clinical trials.
Why it matters
When behavioral researchers want to test a developed intervention, they often conduct a randomized controlled trial. In these studies, the new intervention is compared to something else — a comparator or control condition — with participants randomized to receive one of the two options. This approach helps determine if the intervention being tested helps or makes a difference in what was intended.
Comparator conditions can be designed in many different ways. Researchers aim to balance creating a strong study design — so they can be confident in their findings — with ensuring that treatments are developed and tested in ways that are appropriate and helpful for all children, especially those most affected by a particular illness. Choosing the right comparator is critical for conducting good science and developing effective interventions.
“We are hopeful that our paper will help researchers consider how to design studies to be both rigorous and equitable so that we design and use treatments that are well thought out, well tested and make a difference to the children and families we treat,” said Eleanor Mackey, PhD, psychologist at Children’s National Hospital and senior author of the study.
What’s unique
“We wanted to highlight not just how to choose a comparator condition, but why that choice matters in behavioral research,” said Dr. Mackey.
The authors use examples from their own trials in pediatric Type 1 and Type 2 diabetes and provide guidance on how to align study design with the research question and hypothesis, consider the stage of the research and field, and consider the importance of ensuring that the treatments developed serve all children. They also encourage researchers to seek input from patients, families and other stakeholders early in the design process to ensure studies are both scientifically sound and equitable.
Moving the field forward
“The families we serve have to be able to trust the research we conduct and know that we are providing the best possible options for care,” added Dr. Mackey. “Taking the time to consider how these studies are conducted is an important step in that effort.”
Additional Children’s National author – Randi Streisand, PhD, CDCES.
Read the full study, Rigor and equity in intervention study design in pediatric psychology: a focus on comparator conditions from diabetes research, in the Journal of Pediatric Psychology.
