Taking advantage of the ability of modern missing data treatments in epidemiological research (e.g. multiple imputation) to recover power while avoiding bias in the presence of data that is missing completely at random, planned missing data designs allow researchers to deliberately incorporate missing data into a research design. A planned missing data design may be done by randomly assigning participants to have missing items in a questionnaire (multiform design) or missing occasions of measurement in a longitudinal study (wave-missing design), or by administering an expensive gold-standard measure to a random subset of participants while the whole sample is administered a cheaper measure (two-method design). Although not common in epidemiology, these designs have been recommended for decades by methodologists for their benefits—notably that data collection costs are minimized and participant burden is reduced, which can increase validity. This paper describes the multiform, wave-missing and two-method designs, including their benefits, their impact on bias and power, and other factors that must be taken into consideration when implementing them in an epidemiological study design.
Parceling is pre-modeling strategy to create fewer and more reliable indicators of constructs for use with latent variable models. Parceling is particularly useful for developmental scientists because longitudinal models can become quite complex and even intractable when measurement models of items are fit. In this Element the authors provide a detailed account of the advantages of using parcels, their potential pitfalls, as well as the techniques for creating them for conducting latent variable structural equation modeling (SEM) in the context of the developmental sciences. They finish with a review of the recent use of parcels in developmental journals. Although they focus on developmental applications of parceling, parceling is also highly applicable to any discipline that uses latent variable SEM.
Researchers have established variability in self-determination scores across disability groups, but most nationally representative research has used data collected over a decade ago from the National Longitudinal Transition Study 2 (NLTS2). To provide an updated analysis of differences in characteristics of self-determination (i.e., autonomy, psychological empowerment, self-realization) across disability groups, this study analyzed data from the recently completed National Longitudinal Transition Study 2012 (NLTS2012). The authors tested measurement equivalence across seven disability groups: high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments), sensory disabilities (visual and hearing impairment), multiple disabilities (multiple disabilities and deaf-blindness), intellectual disability, traumatic brain injury, orthopedic impairments, and autism spectrum disorder (ASD). Students in the multiple disabilities, intellectual disability, and ASD groups showed lower self-determination scores compared with other disability groups. Greater variability was also found in scores among these groups. Implications for assessment research practice, and policy are highlighted.
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The present study examined changes in ethnic and racial identity (ERI) over one year among 353 Black and Latino early adolescents in relation to ethnic-racial socialization (ERS) and neighborhood economic and demographic characteristics. Parent and child reports of ERS were collected, and child ERI was assessed via self-report. Neighborhood measures included economic disadvantage and ethnic diversity. Results indicated parent report of preparation for bias was associated with greater increases in exploration but not among boys living in non-impoverished neighborhoods. In contrast, child report of preparation for bias was associated with decreases in belonging independent of child gender or neighborhood context. These findings highlight the complexities of neighborhood economic disadvantage and ERI development. Implications for future research examining gender differences and children’s interpretation of ERS messages are discussed.
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