多层次研究中因果推理集成机器学习方法的组内方法

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Youmi Suk
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引用次数: 2

摘要

用于因果推理的机器学习(ML)方法由于其预测结果模型和倾向得分的灵活性而受到欢迎。在本文中,我们为基于ml的因果推理方法提供了一种组内方法,以便在存在集群水平不可测量的混杂时稳健地估计多水平研究中的平均治疗效果。我们重点研究了一种基于目标最大似然估计(TMLE)的基于机器学习的因果推理方法,该方法使用了一种称为SuperLearner的集成学习器。通过我们的模拟研究,我们观察到在相似聚类的组内训练TMLE有助于消除聚类水平未测量混杂因素的偏差。此外,使用固定效应逻辑回归估计的组内倾向得分增加了所提出的组内TMLE方法的稳健性。即使倾向得分部分被错误指定,由于灵活建模的双重稳健性,与基于参数的逆倾向加权方法不同,组内TMLE仍然产生稳健的ATE估计。我们展示了我们提出的方法,并对群体数量和个人水平的未测量混杂进行敏感性分析,以评估参加八年级代数课程对早期儿童纵向研究中数学成绩的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Within-Group Approach to Ensemble Machine Learning Methods for Causal Inference in Multilevel Studies
Machine learning (ML) methods for causal inference have gained popularity due to their flexibility to predict the outcome model and the propensity score. In this article, we provide a within-group approach for ML-based causal inference methods in order to robustly estimate average treatment effects in multilevel studies when there is cluster-level unmeasured confounding. We focus on one particular ML-based causal inference method based on the targeted maximum likelihood estimation (TMLE) with an ensemble learner called SuperLearner. Through our simulation studies, we observe that training TMLE within groups of similar clusters helps remove bias from cluster-level unmeasured confounders. Also, using within-group propensity scores estimated from fixed effects logistic regression increases the robustness of the proposed within-group TMLE method. Even if the propensity scores are partially misspecified, the within-group TMLE still produces robust ATE estimates due to double robustness with flexible modeling, unlike parametric-based inverse propensity weighting methods. We demonstrate our proposed methods and conduct sensitivity analyses against the number of groups and individual-level unmeasured confounding to evaluate the effect of taking an eighth-grade algebra course on math achievement in the Early Childhood Longitudinal Study.
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
期刊介绍: Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.
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