Table 1.

Suggestions for working with adolescent participants.

Participant preparation:

1. Direct questions at the adolescent, not the parent.

2. Explain the goals of the experiment is (e.g. “the brain grows as you grow and we want to study it. The MRI scanner helps us take pictures of your brain”).

3. Avoid using negative language, such as referring to the scanner as big, dark, and scary. Instead focus on the positive (e.g. “your participation is helpful to research”, “we want you to have fun while you are in the lab with us”, “you get to see your brain”).

4. Sensitize participants with a mock scanner.

5. Explain why keeping still is important and what exactly that means (e.g. no head nodding).

6. Explain to participant what will be happening when and why (give an overview of the whole session, the step-by-step procedures, and the duration of each step to minimize anxiety).

7. Be clear about what you expect from the participant (e.g. “your job will be to keep your head still and play the games/watch a movie”).

8. If a pregnancy/drug test is a component of the protocol, administer it in private, away from parents/guardians. Remind the adolescent that all pregnancy test results will remain confidential.

Data collection:

1. Allow ample time to explain/practice the task before the participant enters the scanner.

2. When positioning the participant in the scanner explain the procedures. Remind them that they will be spoken to through a microphone from the main control room.

3. Ensure that participants are always engaged/entertained (e.g. play video from the moment they enter the scanner room).

4. Speak to the participant between each scan acquisition. Give positive feedback on their effort and remind them to keep their head still.

5. If possible, break scans up into shorter runs with time in between to talk to participant. Do not make separate runs too long.

6. Limit the amount of time in scanner. While 1.5 h may yield good enough data in adults, this is usually too long for children/teens.

Data reporting:

1. The criteria used to determine age range/age distribution.

2. The definition of adolescence used for subject recruitment and the method(s) used to assess pubertal development.

3. The methods used to prepare participants for the scan (e.g. mock scan, practice task outside of scanner) as well as possible differences in the approach for different ages.

4. Report if parents/siblings/friends were present in the scanner room.

5. The methods used to minimize motion.

6. The mean and maximum motion for different age groups and the methods used to correct for it.

7. The scan duration (e.g. was the task part of a larger battery, were functional data collected first or at the end of 1.5 h scan?).