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Best Practices for Working with IRBs in Social and Behavioral Science Research

Join leading experts Philip Rubin, Robert E. Remez, Roxane Cohen Silver, Bennett I. Bertenthal, and Felice J. Levine in a symposium focused on best practices for researchers collaborating with Institutional Review Boards (IRBs). This session aims to share effective strategies for enhancing relationships with IRBs, fostering a supportive research atmosphere, and ensuring compliance while minimizing regulatory burden. Practical insights from seasoned professionals will guide researchers through navigating the complexities of IRB interactions, protecting confidentiality, and balancing risk in social and behavioral science research.

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Best Practices for Working with IRBs in Social and Behavioral Science Research

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  1. Moving Forward with IRBs:Best Practices Chair: Philip Rubin, Haskins Labs and Yale University Robert E. Remez, Barnard College Roxane Cohen Silver, U. of California, Irvine Bennett I. Bertenthal, Indiana University Felice J. Levine, American Educational Research Assoc.

  2. Symposium Goals: • Disseminate best practices for researchers working with social and behavioral science IRBs • Examples of specific strategies for working effectively with IRBs from leading scientists • Change the nature of our approach to IRB relationships, fostering a more conducive atmosphere for research

  3. Amy Pollick, “IRBs: Navigating the Maze: Practical advice for working with institutional review boards”, November 2007 Observer APS Members Share IRB Experiences: Grant Benham, “From Both Sides of the Trenches” Dick McGlynn, “Let’s Band Together” B. R. Simon Rosser, “Working Constructively and Realistically with IRBs” Jerry Burger, “Mimicking Milgram”, December 2007 Amy Pollick, “Talking with your IRBs about risk: Show them the data”, February 2008 Elena Newman, “Assessing trauma and its effects without distress: A guide to working with IRBs”, May 2008

  4. Share your IRB tips by emailing APS at: apsobserver@psychologicalscience.org

  5. Robert E. RemezBarnard College, Columbia University • Assuring confidentiality and voluntary participation • Adjusting the regulatory burden to match the risk of harm • Improvising • Grading the review (full board, expedited, administrative) • Compliance education for applicants • The status of student projects

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