Approaching Retention within the ABCD Study

Ewing, Sarah W. Feldstein; Chang, Linda; Cottler, Linda B.; Tapert, Susan F.; Dowling, Gayathri J.; Brown, Sandra A.

doi:10.1016/j.dcn.2017.11.004

Cited by 55 publications

(51 citation statements)

References 27 publications

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“…In some sites approval from the state’s department of education was required before such contact can be established. Forging a strong relationship with principals, teachers and parents is central to maximizing enrollment and subsequent retention (see more details in this issue, Feldstein Ewing et al, 2017). Consequently, researcher-led presentations on adolescent development to teachers, students and parents are typically offered, and additional efforts to disseminate the study goals (e.g., distributing study brochures, manning desks at school entrances) are employed.…”

Section: Sampling and Recruitment Proceduresmentioning

confidence: 99%

Recruiting the ABCD sample: Design considerations and procedures

Garavan

Bartsch

Conway

et al. 2018

Developmental Cognitive Neuroscience

789

804

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The ABCD study is a new and ongoing project of very substantial size and scale involving 21 data acquisition sites. It aims to recruit 11,500 children and follow them for ten years with extensive assessments at multiple timepoints. To deliver on its potential to adequately describe adolescent development, it is essential that it adopt recruitment procedures that are efficient and effective and will yield a sample that reflects the nation's diversity in an epidemiologically informed manner. Here, we describe the sampling plans and recruitment procedures of this study. Participants are largely recruited through the school systems with school selection informed by gender, race and ethnicity, socioeconomic status, and urbanicity. Procedures for school selection designed to mitigate selection biases, dynamic monitoring of the accumulating sample to correct deviations from recruitment targets, and a description of the recruitment procedures designed to foster a collaborative attitude between the researchers, the schools and the local communities, are provided.

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Section: Sampling and Recruitment Proceduresmentioning

confidence: 99%

Recruiting the ABCD sample: Design considerations and procedures

Garavan

Bartsch

Conway

et al. 2018

Developmental Cognitive Neuroscience

789

804

View full text Add to dashboard Cite

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“…The recruitment catchment area of the ABCD, which was composed of 21 participating sites, encompasses more than 20% of the entire United States population of 9-10-year-old children. The ABCD applied a carefully designed sampling and recruitment process across various sites, described elsewhere [56,57,59,[61][62][63][64][65][66][67][68][69][70][71][72][73][74], to ensure that the sample is random and representative. Such local randomization efforts yielded a final overall ABCD sample that is a close approximation of national sociodemographic factors.…”

Section: Design Setting and Samplingmentioning

confidence: 99%

Sex Differences in the Association between Household Income and Children’s Executive Function

Assari

Boyce

Bazargan

et al. 2020

Sexes

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The study aimed to investigate sex differences in the boosting effects of household income on children’s executive function in the US. This is a cross-sectional study using data from Wave 1 of the Adolescent Brain Cognitive Development (ABCD) study. Wave 1 ABCD included 8608 American children between ages 9 and 10 years old. The independent variable was household income. The primary outcome was executive function measured by the stop-signal task. Overall, high household income was associated with higher levels of executive function in the children. Sex showed a statistically significant interaction with household income on children’s executive function, indicating a stronger effect of high household income for female compared to male children. Household income is a more salient determinant of executive function for female compared to male American children. Low-income female children remain at the highest risk regarding poor executive function.

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“…Formats that may be used to share more practical information on study conduction are for example video documentations as may be done through the journal of visualized experiments (https://www.jove.com/: for an exemplary pediatric neuroimaging protocol see Raschle et al, 2009, Opportunities for increased reproducibility of DCN 8 or the online platform databrary (https://nyu.databrary.org/). The Adolescent Brain Cognitive Development (ABCD; https://abcdstudy.org) study that is currently following 11,875 children for 10 years, has described their efforts to ensure retention in a recent article (Feldstein Ewing et al, 2018). Their efforts focus on building rapport through positive, culturally sensitive interactions with participants and their families, conveying the message to families that their efforts to participate are highly valued.…”

Section: Sample Sizementioning

confidence: 99%

Opportunities for increased reproducibility and replicability of developmental neuroimaging

Klapwijk¹,

Bos²,

Tamnes³

et al. 2019

Preprint

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Recently, many workflows and tools that aim to increase the reproducibility and replicability of research findings have been suggested. In this review, we discuss the opportunities that these efforts offer for the field of developmental cognitive neuroscience. We focus on issues broadly related to statistical power and to flexibility and transparency in data analyses. Critical considerations relating to statistical power include challenges in recruitment and testing of young populations, how to increase the value of studies with small samples, and the opportunities and challenges related to working with large-scale datasets. Developmental studies also involve challenges such as choices about age groupings, modelling across the lifespan, the analyses of longitudinal changes, and neuroimaging data that can be processed and analyzed in a multitude of ways. Flexibility in data acquisition, analyses and description may thereby greatly impact results. We discuss methods for improving transparency in developmental cognitive neuroscience, and how preregistration of studies can improve methodological rigor in the field. While outlining challenges and issues that may arise before, during, and after data collection, solutions and resources are highlighted aiding to overcome some of these. Since the number of useful tools and techniques is ever-growing, we highlight the fact that many practices can be implemented stepwise.

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Approaching Retention within the ABCD Study

Cited by 55 publications

References 27 publications

Recruiting the ABCD sample: Design considerations and procedures

Recruiting the ABCD sample: Design considerations and procedures

Sex Differences in the Association between Household Income and Children’s Executive Function

Opportunities for increased reproducibility and replicability of developmental neuroimaging

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