Ethical issues in the use of control groups

Conner, Ross F.

doi:10.1002/ev.1253

Cited by 11 publications

(4 citation statements)

References 9 publications

(3 reference statements)

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“…The participants were not exposed to the intervention because of limited resources and rigorous process involved in working with children's cognition and behaviours. [ 79 ] On the other hand, the eligible participants were treated using CBPT-programme and implemented by experts in cognitive behavioural approaches. The CBPT-group members were subdivided into four groups.…”

Section: Methodsmentioning

confidence: 99%

“…We acknowledged that waitlisted control group participants deserve to be given the intervention but they were not given such opportunity [78] is a limitation to this study. The participants were not exposed to the intervention because of limited resources and rigorous process involved in working with children's cognition and behaviours [79] . On the other hand, the eligible participants were treated using CBPT-programme and implemented by experts in cognitive behavioural approaches.…”

Section: Methodsmentioning

confidence: 99%

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Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit

Obiweluozo¹,

Ede²,

Onwurah³

et al. 2021

Medicine

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Background: Stuttering is a speech deficit which is characterized by obstruction of speech eloquence and verbal expression in addition to involuntary flow of air during communication. School children with communication deficit often experience social anxiety in their immediate environment. Currently, reports show that a good number of children with communication deficits are prone to social maladjustment due to their being socially inept. And this has significantly affected their thought pattern, social behaviours and emotional responses. In view of this, we examined the impact of cognitive behavioural play therapy in reducing social anxiety among school children with stuttering. Method: This is a pretest-posttest randomized control group design. Participants were 178schoolchildren in inclusive schools in South east Nigeria. Participants in the intervention group were treated using cognitive behavioural play therapy programme (CBPT). Participants in the waitlist control group were only assessed at three points of assessment. Data analyses were completed using repeated measures ANOVA. Results: The results show that cognitive behavioural play therapy is beneficial in decreasing schoolchildren's social anxiety scores. The intervention equally showed the considerable impacts on the children when exposed to cognitive behavioural play programme at different times of assessment compared to waitlisted control group. Conclusion: It is concluded that CBPT is a long-term psychotherapeutic programme that has significant impacts in reducing social anxiety among children with stuttering. This study makes a leading contribution on the limited scholarship focusing on the impact of CBPT on social anxiety of special population with stuttering deficits in developing countries.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit

Obiweluozo¹,

Ede²,

Onwurah³

et al. 2021

Medicine

View full text Add to dashboard Cite

show abstract

“…As an exploratory study, the current research did not involve a control group for comparison, though it did involve both pre- and post-trail qualitative data being collected from participants and analysed for changes, as described in previous sections. There is some debate on the issues around control groups (Boruch 1975; Conner 1980), and there are questions about student equity if some groups are not exposed to potentially useful new technological approaches. In any case, this study did not set out to compare AR with non-AR pedagogies; nevertheless, the lack of a control group may be perceived as a limitation and, if deemed appropriate, it is an area that could be addressed in other future studies.…”

Section: Discussionmentioning

confidence: 99%

Learning on mobile augmented reality trails of integrity and ethics

Wong

Kwong

Pegrum

2018

RPTEL

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At the heart of university education, there must be an emphasis on students developing academic integrity and ethics (AIE), which is essential for their personal development and future professional careers. This paper reports on a project which employs an augmented reality (AR) interface accessed on mobile devices to bring AIE scenarios alive for students in everyday campus contexts. Mobile learning paths called ‘Trails of Integrity and Ethics’ (TIEs) have been created on Hong Kong university campuses, with students walking through study locations where ethical dilemmas might arise, and using an AR app to learn about, consider and respond to a range of problematic scenarios. In addition, subject-specific TIEs have been developed in which students face ethical dilemmas specific to their disciplines, and are tasked with responding according to professional norms and standards.After the first 2 years of this 4-year funded project, more than 1000 students have participated in the TIEs. Analysis of data from their mobile device clickstreams, pre- and post-trail reflective texts and user experience surveys has led to encouraging initial findings. There is some early evidence suggesting that the mobile AR trails have helped students to become more active and engaged in their learning of abstract conceptual knowledge about AIE, and that their perspectives on AIE have changed as they have begun to link ethical dilemmas on the TIEs with their everyday realities.

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“…Well-designed trials are a vital tool in building the evidence, however, including controls can sometimes be challenging. Achieving matching in samples when there are multiple factors to consider, such as type and severity of cleft, speech characteristics, surgical repair, hearing status and medical history is difficult (Conner, 1980). The implementation of designs such as cohort study design can overcome these barriers but in order to control for the variables mentioned, large samples and multi-site studies would be needed.…”

Section: Implications For Researchmentioning

confidence: 99%

A systematic review of early speech interventions for children with cleft palate

Lane

Harding

Wren

2021

Intl J Lang & Comm Disor

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Background: Children with cleft palate with or without cleft lip (CP±L) are at high risk of problems with early speech sound production, and these difficulties can persist into later childhood. Early intervention could help to reduce the number of children whose problems become persistent. However, much research in the field to date has focused on older children. There is a need to determine if providing intervention during the phase of early typical speech development leads to better outcomes. Aims: To review the evidence for the effectiveness of interventions targeting speech, delivered in the first 3 years of life for children with CP±L, and discuss factors such as intervention type, facilitator, dosage, outcome measures and the age of the child. Methods & Procedures: The systematic review was registered with PROS-PERO (CRD42019121964). Eight bibliographic databases including CINAHL and MEDLINE were searched in August 2018. Studies were included if participants received speech and language interventions before 37 months and if they reported outcomes for speech. Two reviewers independently completed inclusion reviews, quality analysis and data extraction. Outcome & Results:The review included seven papers: one pilot randomized controlled trial, one controlled trial, four cohort studies and one case series report. Interventions largely took a naturalistic approach, namely focused stimulation and milieu teaching. The findings provide preliminary support for naturalistic interventions and suggest that these interventions can be delivered by parents with suitable training. Studies included in the review provided low-strength evidence with variation in both the type of intervention, the manner of delivery and in the risk of bias in the designs used. Conclusions & Implications:The papers included in this review suggest that early naturalistic interventions can have positive impacts on the speech development of children with CP±L. However, the reported methodological quality of the publications overall was weak, and the current evidence lacks clarity and specificity in terms of therapy technique, delivery and optimum age of delivery.Future research should use more robust methodological designs to determine whether early speech interventions are beneficial for children born with CP±L.

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Ethical issues in the use of control groups

Abstract: Is it ethical to select clients at random for a beneficial social service, then deny the benefits to a control group for the sake of science?

Cited by 11 publications

References 9 publications

Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit

Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit

Learning on mobile augmented reality trails of integrity and ethics

A systematic review of early speech interventions for children with cleft palate

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