Assignment 2: course project component— research topic | EDSD 7072 – Research Methodology for Special Education | Walden University

  

Assignment 2: Course Project Component— Research Topic

The Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment will provide you with an opportunity to create a research design using one of the most common approaches to research in special education—single-subject. Single-subject research is a particular area of expertise for researchers in the field of special education. You will develop a single-subject research design appropriate for the field of special education, which will include A-B-A-B, multiple baselines, and modified single-subject designs.

Note: You will not perform or conduct research for the Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment. Your task is to design, not conduct, a single-subject study.

To prepare:

· Review the module Learning Resources, in particular, the O’Neill, et. al. (2011) text and note the topics that are studied and the examples explored.

· Review the Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment instructions and rubric in Module for details on this assignment. Think about the special education topic around which you would like to design a single-subject study.

Note: Your topic must be a single-subject design. Specifically review Chapters 1, 3, and 4 in the O’Neill, et al. (2011) text for guidance and examples.

A less than 1 page draft research topic

 

** Research topic should be on Special Education

**Please use learning resources as well as outside resources

Learning Resources

O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

Single-Subject Problem Statements

The following articles provide examples of special education problem statements in single-subject research studies.

Avcioglu, H. (2012). The effectiveness of the instructional programs based on self-management strategies in acquisition of social skills by the children with intellectual disabilities. Educational Sciences: Theory & Practice, 12(1), 345–351.

Retrieved from the Walden Library databases.

Focus on the multiple-probe design. Note the approach to single-subject research. Pay specific attention to the interpretation to findings.

Aykut, C. (2012). Effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with intellectual disabilities. Educational Sciences: Theory & Practice, 12(1), 366–373.

Retrieved from the Walden Library databases.

Focus on the adapted alternating treatment design. Note that two prompt procedures were evaluated in this study. Consider how this differs from an A-B design.

Jimenez, B. A., Browder, D. M., Spooner, F., & Diabiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301–317.

Retrieved from the Walden Library databases.

Focus on the method of instruction. Review the embedded constant time-delay procedure and reflect on social validity.

Thompson, A. M., & Webber, K. C. (2010). Realigning student and teacher perceptions of school rules: A behavior management strategy for students with challenging problems. Children & Schools, 32(2), 71–79.

Retrieved from the Walden Library databases.

Focus on the use of single-subject data. Study how statistical significance was considered. Read about the proportion-frequency procedures and the two standard deviations statistical test.