Developing Optimized Adaptive Interventions in Education

Abstract

Hedges (2018) encourages us to consider asking new scientific questions concerning the optimization of adaptive interventions in education. In this commentary, we have expanded on this (albeit briefly) by providing concrete examples of scientific questions and associated experimental designs to optimize adaptive interventions, and commenting on some of the ways such designs might challenge us to think differently. A great deal of methodological work remains to be done. For example, we have only begun to consider experimental design and analysis methods for developing “cluster-level adaptive interventions” (NeCamp, Kilbourne, & Almirall, 2017), or to extend methods for comparing the marginal mean trajectories between the adaptive interventions embedded in a SMART (Lu et al., 2016) to accommodate random effects. These methodological advances, among others, will propel educational research concerning the construction of more complex, yet meaningful, interventions that are necessary for improving student and teacher outcomes.

Risks, Vulnerabilities, and Desires for Future Romantic Relationships and Relationship Education During Early Adulthood

“…Second, universal RE targeting all early adults (Hawkins & Ooms, 2010) as they are displaying risk factors for later distress (e.g., high conflict, physical aggression, sexual risk‐taking; Fincham et al, 2011) requires RE programs to meet the needs of early adults with diverse levels of distress, including screening to adapt to the needs of participants (Bradford et al, 2015). Third, in line with the previous point, while RE programs allow for some flexibility, they are largely delivered as standardized curricula, whereas practices in education (Almirall et al, 2018) and psychotherapy (Beutler et al, 2016) increasingly use adaptive intervention models to increase the effectiveness and cost savings of interventions with heterogeneous populations. Therefore, from a prevention perspective, understanding how specific relationship experiences and current context impact future relationship goals and preferences for RE content can illuminate where finite resources may be best invested to more effectively tailor programming to meet individuals' needs.…”

Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning

“…The need and potential pathway for further investigation of the possibility to develop and compensate SRL using a virtual assistant and interventions was indicated. In addition, methodological advances expressed in novel data analysis techniques and frameworks such as Multiphase optimization strategy [30], Micro-randomised trials [31], and Just-in-time adaptive interventions [32] may provide useful guidance for the intervention design lead to the development of optimised adaptive interventions in education [33].…”

Examining A Stepped-Care Telehealth Program for Parents of Young Children With Autism: A Proof of Concept Trial

“…Adaptive interventions allow for variation in intervention intensity as a function of individual or environmental characteristics and treatment response (33). Adaptive interventions may be especially tting when there are: high levels of heterogeneity in treatment response and a need to consider a cost-bene t trade-off between intervention intensity and available resources (34). Given the current state of ASD research and practice, there is a strong rationale for exploration of adaptive telehealth NDBIs.…”