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By Mark L. Wolraich, MD, Dennis D. Drotar, PhD, Paul H. Dworkin, MD, and Ellen C. Perrin, MA, MD (Eds.)

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Extra resources for Developmental-Behavioral Pediatrics. Evidence and Practice

Sample text

For example, the researcher may fi nd that individuals from the lower end of the socioeconomic distribution are at increased risk for medical adherence difficulties; thus, this subpopulation could be targeted as an at-risk group and receive a more intense intervention. Not only do predictor-outcome studies have implications for intervention work but also intervention studies themselves can be very instructive. 31,32 These types of models have three important strengths. , random assignment to intervention vs.

Positive parenting vs. reduction in punitive behavior Child behavior problems FIGURE 2-5 Mediators in intervention research. Parenting behaviors as media- tors of the relationship between parent training (intervention) and child behavior (outcome). (From Rose BM, Holmbeck GN, Coakley RM, et al: Mediator and moderator effects in developmental and behavioral pediatric research. J Dev Behav Pediatr 25:1-10, 2004. Copyright 2004 by Lippincott Williams & Wilkins. ) This overview of features shared by the most influential theories provides the basis for a focused review of theories relevant to the field of developmentalbehavioral pediatrics.

A useful place to start would be to consult with practicing developmental-behavioral pediatricians to gather information on their perceptions of major issues related to potential interventions. For example, practitioners are uniquely able to identify child- and family-related barriers that prevent satisfactory adherence to medical regimens. In addition, focus groups composed of patients and family members can help identify areas worthy of research that may not be apparent to the pediatrician. For example, certain struggles or confl icts surrounding adherence may occur in the family’s home and may not be observable by or reported to the pediatrician.

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