ERIC Number: ED615966
Record Type: Non-Journal
Publication Date: 2021-Apr-1
Pages: 48
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Improving Convergence in Growth Mixture Models without Covariance Structure Constraints
McNeish, Daniel; Harring, Jeffrey R.
Grantee Submission
Growth mixture models (GMMs) are a popular method to uncover heterogeneity in growth trajectories. Harnessing the power of GMMs in applications is difficult given the prevalence of nonconvergence when fitting GMMs to empirical data. GMMs are rooted in the random effect tradition and nonconvergence often leads researchers to modify their intended model with constraints in the random effect covariance structure to facilitate estimation. While practical, doing so has been shown to adversely affect parameter estimates, class assignment, and class enumeration. Instead, we advocate specifying the models with a marginal approach to prevent the widespread practice of sacrificing class-specific covariance structures to appease nonconvergence. A simulation is provided to show the importance of modeling class-specific covariance structures and builds off existing literature showing that applying constraints to the covariance leads to poor performance. These results suggest that retaining class-specific covariance structures should be a top priority and that marginal models like covariance pattern GMMs that model the covariance structure without random effects are well-suited for such a purpose, particularly with modest sample sizes and attrition commonly found in applications. An application to PTSD data with such characteristics is provided to demonstrate (a) convergence difficulties with random effect models, (b) how covariance structure constraints improve convergence but to the detriment of performance, and (c) how covariance pattern GMMs may provide a path forward that improves convergence without forfeiting class-specific covariance structures. [This paper was published in "Statistical Methods in Medical Research" v30 n4 p994-1012 Apr 2021.]
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305D190011