Evidence-based Clinical Practice – Full course summary (UNIVERSITY OF AMSTERDAM)
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Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary
Neurodevelopmental disorders are different from adult acquired disorders involving traumatic brain injury because they involve no period of normal development. Any IQ score in a neurodevelopmental disorder is confounded with the condition. The IQ score can never be separated from the effects of the condition.
Early on in intelligence testing, IQ was seen as a latent variable. Intelligence, as measured by ‘g’ was believed to have a causal power. It was believed to be independent of test conditions and other methodological issues. However, ‘g’ or intelligence varies among time and place.
ANCOVA was devised to minimize pre-existing group differences (e.g. differences in SES). However, it is not possible to treat IQ as a covariate in neurocognitive research since it is an attribute of the disorders (e.g. ADHD). A covariate should be used when the assignment to the independent variable is done randomly (1), the covariate is related to the outcome measure (2) and the covariate is unrelated to the independent variable (3). It can be used if the researcher is trying to find out the direct effect of the independent variable on the outcome variable and the covariate is spuriously related to either variable or when it mediates the relationship between the independent and the outcome variable.
The ANCOVA has several assumptions:
- Homogeneity of regression
The within-group regression of the covariate and the dependent variable are not different. - Normally distributed residuals
The residuals should be normally distributed. - Equal variance
The variance in each group should be equal.
The presence of a relationship between the covariate and the dependent variable does not imply that the covariate mediates or moderates the relationship between the group measure and the dependent variable.
There is no consensus on the definition of IQ. IQ can be used as a covariate for acquired brain damage if the preinjury IQ scores are available or when preinjury IQ proxies are available.
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Evidence-based Clinical Practice – Full course summary (UNIVERSITY OF AMSTERDAM)
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Evidence-based Clinical Practice – Full course summary (UNIVERSITY OF AMSTERDAM)
- Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary
- Kazdin (2008). New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.” - Article summary
- Kraemer et al. (2003). Measures of clinical significance.” - Article summary
- Funder et al. (2014). Improving the dependability of research in personality and social psychology: Recommendations for research and educational practice.” - Article summary
- Halpern, Karlawish, & Berlin (2002). The continuing unethical conduct of underpowered clinical trials.” - Article summary
- Moore (2016). Pre-register if you want to.” - Article summary
- Gelman & Geurts (2017). The statistical crisis in science: how is it relevant to clinical neuropsychology?” - Article summary
- Kazdin & Weisz (1998). Identifying and developing empirically supported child and adolescent treatments.” - Article summary
- Kahn (2011). Multilevel modelling: Overview and applications to research in counselling psychology.” - Article summary
- Robinaugh, Hoekstra, Toner, & Borsboom (2020). The network approach to psychopathology: A review of the literature 2008-2018 and an agenda for future research.” - Article summary
- De Vent et al. (2016). Advanced neuropsychological diagnostics infrastructure (ANDI): A normative database created from control datasets.” - Article summary
- Maric et al. (2015). Evaluating statistical and clinical significance of intervention effects in single-case experimental designs: An SPSS method to analyze univariate data.” - Article summary
- Evidence-based Clinical Practice – Lecture 1 (UNIVERSITY OF AMSTERDAM)
- Evidence-based Clinical Practice – Lecture 2 (UNIVERSITY OF AMSTERDAM)
- Evidence-based Clinical Practice – Lecture 3 (UNIVERSITY OF AMSTERDAM)
- Evidence-based Clinical Practice – Lecture 4 (UNIVERSITY OF AMSTERDAM)
- Evidence-based Clinical Practice – Lecture 5 (UNIVERSITY OF AMSTERDAM)
- Evidence-based Clinical Practice – Lecture 6 (UNIVERSITY OF AMSTERDAM)
- Evidence-based Clinical Practice – Lecture 7 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Article overview (UNIVERSITY OF AMSTERDAM)
- Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary
- Kazdin (2008). New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.” - Article summary
- Kraemer et al. (2003). Measures of clinical significance.” - Article summary
- Funder et al. (2014). Improving the dependability of research in personality and social psychology: Recommendations for research and educational practice.” - Article summary
- Halpern, Karlawish, & Berlin (2002). The continuing unethical conduct of underpowered clinical trials.” - Article summary
- Moore (2016). Pre-register if you want to.” - Article summary
- Chambless & Hollon (1998). Defining empirically supported therapies.” - Article summary
- Gelman & Geurts (2017). The statistical crisis in science: how is it relevant to clinical neuropsychology?” - Article summary
- Kazdin & Weisz (1998). Identifying and developing empirically supported child and adolescent treatments.” - Article summary
- Kahn (2011). Multilevel modelling: Overview and applications to research in counselling psychology.” - Article summary
- Robinaugh, Hoekstra, Toner, & Borsboom (2020). The network approach to psychopathology: A review of the literature 2008-2018 and an agenda for future research.” - Article summary
- De Vent et al. (2016). Advanced neuropsychological diagnostics infrastructure (ANDI): A normative database created from control datasets.” - Article summary
- Maric et al. (2015). Evaluating statistical and clinical significance of intervention effects in single-case experimental designs: An SPSS method to analyze univariate data.” - Article summary
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Evidence-based Clinical Practice – Full course summary (UNIVERSITY OF AMSTERDAM)
This bundle gives a full overview of the course "Evidence-based Clinical Practice" given at the University of Amsterdam. It contains both the articles and the lectures. The following is included:
- “Dennis et al. (2009). Why IQ is not a covariate in cognitive
Evidence-based Clinical Practice – Article overview (UNIVERSITY OF AMSTERDAM)
This bundle contains an overview of all the articles used in the course "Evidence-based Clinical Practice." given at the University of Amsterdam. It contains the following articles:
- “Dennis et al. (2009). Why IQ is not a covariate in
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