Comparison of the Uses of the Research Designs
The study by Bustamante (2013) employed a randomized controlled research design to evaluate the success and influence of an after-school exercise plan for children who have Attention Deficit Hyperactivity Disorder (ADHD) and Disruptive Behavior Disorders (DBD) and who reside in an underprivileged community. On the other hand, the article by Smith et al. (2015) employed a qualitative research design entailing semi-structured interviews with the aim of obtaining the views of the participants in addition to obtaining data regarding medical decision making as well as aid strategy development.
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While semi-structured interviews were used to establish both facilitators and obstacles related to program access, success, and constant engagement in the qualitative research design, the randomized controlled design employed questionnaires (Van der Oord, Bögels, & Peijnenburg, 2012). Although both approaches employed a rigorous set of questions that prevented the participants from diverting, the semi-structured interviews utilized in the qualitative research design were more beneficial than the questionnaires used in the randomized controlled design (Meppelink, de Bruin, & Bögels, 2016). This is because the semi-structured interviews were open thus enabling new notions to be brought up in the course of the interview; this generated a profound perception of the situation.
Bustamante (2013) sought to assess the viability and influence of aerobic physical exercise after-school plans on ADHD and DBD for children residing in an underprivileged urban region through the application of attendance register, retention level, pulse rate checks, and focus groups. The focus groups were comprised of both students and parents. The researcher examined whether Executive Function benefits of the physical exercise are applicable to children who have DBD and ADHD through the Behavioral Rating Inventory as well as neuropsychological functions. The study also aimed at determining the rate at which the intervention affected the behavior of children, in addition to the performance in school, through reports by educators and parents, observation, and curriculum-anchored assessments.
The study by Bustamante (2013) included 56 participants who hailed from 35 families; they encompassed 43 school children with Attention Deficit Hyperactivity Disorder or Disruptive Behavior Disorders and 13 non-disruptive members of the family. Viability was supported by a 63 percent extent of attendance along with an 89 percent retention level. The records from pulse rate monitor had an average mean (M) of 28.83 minutes and standard deviation (SD) of 13.16, in addition to a level of M=141.32 and SD=14.79 beats for each minute. This matched with an individualized proportion of highest pulse rate of 74 percent, which acts as the modest-vigorous scope.
Initial analyses of respondent focus groups demonstrated prevalent program approval amid children and parents, discernment of social and psychological gains for participants in the two groups, and positive practices and ideas associated with the contact of non-disruptive family members with disruptive peers, detachment of siblings in different groups, and the length of the program. To examine the hypotheses of influence between different groups with time, a linear model was assessed for group x time interaction alongside t-tests (Bustamante, 2013). The study established that physical exercise provides numerous, exclusive, and excellently documented benefits over sedentary behavior. For instance, its potential significance in the management of the symptoms of Attention Deficit Hyperactivity Disorder cannot be underestimated because it has the possibility of changing daily operations and use of medication with appropriate planning.
Bustamante, E. E. (2013). Physical activity intervention for ADHD and DBD. Web.
Meppelink, R., de Bruin, E. I., & Bögels, S. M. (2016). Meditation or medication? Mindfulness training versus medication in the treatment of childhood ADHD: A randomized controlled trial. BMC Psychiatry, 16(1), 1-16.
Smith, E., Koerting, J., Latter, S., Knowles, M. M., McCann, D. C., Thompson, M., & Sonuga‐Barke, E. J. (2015). Overcoming barriers to effective early parenting interventions for attention‐deficit hyperactivity disorder (ADHD): Parent and practitioner views. Child: Care, Health and Development, 41(1), 93-102.
Van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of Child and Family Studies, 21(1), 139-147.