Research And Critique A Qualitative Study Tashara English PS

Research and Critique a Qualitative Study Tashara English PSY 635 Research Design and Methods Instructor: Thomas MacCarty July 18, 2017

The core assignment requires a critique and analysis of a qualitative research article, focusing on its design, methodology, findings, and limitations. The goal is to evaluate the research's validity, reliability, ethical considerations, and contribution to the field, with an emphasis on qualitative approaches. The critique should be approximately 1000 words, integrated with credible references, and include an examination of the study's design, sampling, data collection, analysis, and conclusions. Additionally, it should explore any ethical issues and discuss the implications of the findings within the context of existing literature. The critique should be structured with an introduction, body paragraphs analyzing the research, and a conclusion summarizing key insights and recommendations for future research.

Paper For Above instruction

The qualitative study selected for critique is titled “Attention deficit/hyperactivity and comorbid symptoms in preschoolers: Differences between subgroups in neuropsychological basic deficits” (2014). This research explores the relationship between ADHD symptoms and neuropsychological deficits among preschool children, employing a cluster analysis methodology to identify subgroups at risk. The study's primary aim was to understand how genetic and environmental factors interplay to influence cognitive and behavioral symptoms associated with ADHD in early childhood.

Introduction

Understanding ADHD through a qualitative lens involves examining the nuanced ways in which neuropsychological deficits correlate with behavioral symptoms. Although the study in question predominantly utilizes quantitative methods, it leverages qualitative data analysis techniques, particularly cluster analysis, to uncover patterns within complex data sets. Critiquing this study requires assessing the appropriateness of its methodological choices, sampling strategies, ethical considerations, and the robustness of its findings within the broader context of ADHD research.

Methodology and Design

The study was conducted with a sample of 141 preschool children aged 3-6, randomly selected from 12 childcare centers across two cities. Information was collected through questionnaires completed by parents and childcare staff, supplemented by neuropsychological assessments measuring inhibitory control and delay aversion. The initial data analysis employed cluster analysis, a mixed-methods approach, enabling identification of subgroups based on neuropsychological profiles. While cluster analysis is primarily quantitative, it involves interpretive judgment akin to qualitative data analysis, supporting the identification of meaningful patterns that may not be apparent through purely statistical methods (Macia, 2015).

The use of mixed methods here highlights an innovative approach to interactions between quantitative and qualitative data, aligning with the principles of triangulation to improve the reliability of findings. The selection of neuropsychological measures such as inhibition capacity and delay aversion was grounded in existing literature indicating their relevance to ADHD symptomatology (Wahlstedt & Bohlin, 2010).

Sampling and Ethical Considerations

The random sampling from multiple centers increases the study's external validity, capturing a diverse range of preschool children. Parental consent was obtained, and privacy maintained through confidential interviews and recordings, demonstrating adherence to ethical standards (MacGilla et al., 2015). Recognizing the vulnerability of the young participants, the researchers ensured that assessments were non-invasive and conducted in child-friendly environments. These ethical considerations underscore the researchers' responsibility to safeguard participant welfare and data integrity.

Data Analysis and Findings

The analysis revealed that ADHD symptoms and comorbid problems strongly correlated with deficits in inhibition capacity, whereas delay aversion showed no significant associations. Children with ADHD fell into distinct subgroups, such as those with oppositional defiant disorder and conduct disorder, exhibiting heightened emotional dysregulation. These findings contribute to the understanding of ADHD heterogeneity in early childhood, informing targeted intervention strategies. The integration of qualitative elements in interpreting cluster patterns allowed for richer insights into the nuanced neuropsychological profiles of affected children.

Limitations and Critique

Despite its strengths, the study faces limitations typical of cross-sectional designs, notably the lack of longitudinal data to establish developmental trajectories. This constrains causal inferences about neuropsychological deficits and ADHD symptoms over time. Furthermore, the reliance on parent and staff reports introduces potential bias; corroborating these with direct observational data could strengthen validity. Ethical considerations were well addressed; however, future studies should ensure transparency about data use, especially given the sensitive nature of neuropsychological assessments in children.

While cluster analysis facilitates pattern recognition, its interpretive nature sometimes risks overgeneralization. The subjective element in defining clusters necessitates cautious interpretation, underscoring the importance of integrating qualitative data for contextual understanding. Additionally, the study's focus on inhibitory control and delay aversion, though relevant, might overlook other cognitive dimensions such as working memory and set-shifting, warranting broader neuropsychological evaluation.

Contribution to Existing Literature

This study advances the field by delineating specific neuropsychological subgroups within preschoolers at risk for ADHD, reinforcing the heterogeneity observed in older populations (Pauli-Pott et al., 2014). The application of mixed methods demonstrates how qualitative analysis can complement quantitative data, enhancing the depth of psychological profiling. Such approaches are vital for developing personalized intervention plans and could inform future longitudinal research to track developmental outcomes.

Conclusion

The critique underscores that the study's innovative use of mixed methods, ethical rigor, and robust sampling enhance its contribution to early childhood ADHD research. Nevertheless, limitations such as the absence of longitudinal data and potential reporting biases suggest avenues for improvement. A future study might incorporate observational data, extended follow-up, and broader neuropsychological assessments to deepen understanding. Ultimately, integrating qualitative insights with quantitative findings presents a comprehensive approach to unraveling the complexities of ADHD in young children.

References

• Macia, L. (2015). Using Clustering as a Tool: Mixed Methods in Qualitative Data Analysis. The Qualitative Report, 20(7). Retrieved from
• Pauli-Pott, U., Dalir, S., Mingebach, T., Roller, A., & Becker, K. (2014). Attention deficit/hyperactivity and comorbid symptoms in preschoolers: Differences between subgroups in neuropsychological basic deficits. Child Neuropsychology.
• Wahlstedt, C., & Bohlin, G. (2010). Dsm-IV-Defined Inattention and Sluggish Cognitive Tempo: Independent and Interactive Relations to Neuropsychological Factors and Comorbidity. Child Neuropsychology.
• Hesse-Bibber, S. N. (2010). Mixed methods research: Merging theory with practice. Guilford Press.
• Yardley, L., & Bishop, F. L. (2015). Using mixed methods in health research: Benefits and challenges. British Journal of Health Psychology.
• Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., Ingersoll, B. R., & Andrews, S. M. (2009). Social stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design. Journal of Autism and Developmental Disorders, 39(2), 299-312.
• Johnson, J. S. (2015). Qualitative sales research: an exposition of grounded theory. Journal of Personal Selling & Sales Management, 35(3).
• dos Santos, D. J. F., & Alberto, I. M. M. (2016). Developing a family risk assessment tool in adolescent offenders: An exploratory study. Child and Adolescent Social Work Journal, 33(2).
• Penprase, B., Oakley, B., Ternes, R., & Driscoll, D. (2015). Do higher dispositions for empathy predispose males toward careers in nursing? A descriptive correlational design. Nursing Forum.
• Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., Ingersoll, B. R., & Andrews, S. M. (2009). Social stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design. Journal of Autism and Developmental Disorders.