The magnetic resonance imaging (MRI) machine itself has an impact on the likelihood of obtaining successful measurements of brain size in certain groups of subjects. The differential selection and attrition in both cross-sectional and longitudinal designs, therefore, indicate that the MRI coincidentally serves as a screen for the anatomical structure of the brains that are successfully scanned. This screening effect introduces confounds in experiments whose very hypotheses are focused on comparing anatomical differences in subjects who differ, for example, in their reactions to anxiety-inducing situations. Here, behavioral interventions and possible statistical models are presented in order to reduce attrition and other effects of the confounds introduced by the MRI measurement process in research. Child and adolescent research—particularly in the attention-deficit/hyperactivity disorder research area—is used as an example to clarify and delineate the general research principles presented in the present article.