Assignment: Course Project: Assessment Of Student Learning: Utilizing Single-Subject Design

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: It was not expected that you perform or conduct research for the Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment. Your task was to design, not conduct, a single-subject study.

To prepare:

· Review the Course Project: Assessment of Student Learning: Utilizing Single-Subject Design instructions and rubric for details.

· Review the work you completed on your course project components in all previous modules of this course and the feedback you have received from your Instructor.

Create a single, integrated document that includes the Modules 1–5 Course Project Component Assignment for final submission. Note: Simply joining all six individual documents into one document is not acceptable; you must reflect upon and synthesize your work into a revised document. Your final submission should include the following:

Part 1: Research Topic

· To prepare for this section of Course Project, note the topics that are studied in the required articles in Module 1. Consider the examples provided in the O’Neill text.

· Write one to two paragraphs describing your topic and the target behavior you wish to address using single-subject design. Your decision should be based on your interests and professional goals. Be sure that your topic is not too broad and that it is narrowed down to a specific population, intervention, and/or setting. The target behavior needs to be clearly defined, measurable, and observable. Use current research to support the need to study this topic.

Part 2: Problem Statement, Description of the Participants, and Research Question(s).

· In Module 1 you identified a topic of interest to support your successful completion of Course Project, Assessment of Student Learning Utilizing Single-subject Design. For Module 2, focus your topic by creating a Problem Statement and provide a description of the population.

· Write 1–2 pages that includes the following points:

o A clear Problem Statement, supported with at least 3-5 current research articles, that addresses the purpose of the study and is clearly connected to the identified topic and target behavior

o Detailed description of the participant(s) and how the participants align with the problem and purpose of the study

o At least one research question that will be answered through your single-subject research proposal

Part 3: Description of Variables and A-B-A-B design

· For this section of your Course Project, Assessment of Student Learning: Utilizing Single-subject Design, you apply your knowledge to your own work.  To prepare to complete this section of Course Project, carefully watch the videos by Dr. Falcomata, and read the required articles and sections of the O’Neill text in the Module 3 Learning Resources.  Pay particular attention to the behaviors addressed through specific A-B-A-B designs and Table 6.1 in your O’Neill text.

· Write 2–3 pages describing your A-B-A-B design by identify the following:

o Operationally define the dependent and independent variables that align with the problem statement and research questions.

o Operationally define the intervention.

o Discuss the baseline (A), how you will collect baseline data, and provide a rationale for how these methods align with your study.

o Describe the intervention (B) you will implement until stable performance has been established and how you will collect this data.

o Discuss your plan to withdraw the intervention and reinstate baseline (A).

o Describe how you will reintroduce the intervention (B) and collect this data.

o Include research to support each component.

Part 4: Multiple Baseline Design

· To prepare for this section of Course Project, view the video by Dr. Falcomata and complete the readings in the O’Neill text in the Module 4 Learning Resources . Pay particular attention to how a basic A-B-A-B design may be modified and to the Multiple Baseline Design components found in Table 7.1 of your course text. You will use the A-B-A-B Design you created in Module 3 to develop a Multiple Baseline Design.

· Write 2–3 pages regarding your Multiple Baseline Design that includes the following:

o Describe the characteristics of your Multiple Baseline Design including the Purpose, General Characteristics, Design Strengths, and Design Weaknesses.

o Identify the aspects of the A-B-A-B Design that may remain the same as well as the changes that are necessary for the A-B-A-B Design to conform to a Multiple Baseline Design. Describe how the changes will impact the study.

o Explain to what extent the changes modified your research question(s).

o Analyze how the changes to the design support the study and could impact your findings.

o Cite at least 3-5 current research articles to support your ideas.

Part 5: Variation of Multiple Baseline Design (Due Sunday of Module 5)

· To prepare for this section of Course Project, refer to the readings in the O’Neill text in the Module 5 Learning Resources. Pay particular attention to various purposes and methods for revising a multiple baseline design. Refer to the Multiple Baseline Design you created in Module 4, and create another variation. You may increase the number of treatments, types of treatments, number of subjects, and/or the characteristics of those who would be included in your study.  This variation of your single-subject design should be more complex than your original A-B-A-B or Multiple Baseline designs and should include information from Table 7.2 of your O’Neill text.

· Write 2–3 pages regarding your Variation of the Multiple Baseline Design that includes the following:

o Describe the characteristics of your Multiple Baseline Design including the aspects of the original Multiple Baseline Design that may remain the same and the variables that were changed. Provide a rationale for the reason why you kept some variables the same and why you changed the selected variables.

o Explain to what extent the changes modified your research question(s).

o Analyze how the changes to the design support the study and could impact your findings.

o Cite at least 3-5 current research articles research to support your ideas.

Part 6: Conclusion and Final Submission

· To prepare, reflect on the process of single subject design research and the impacts this type of research can have on the field of special education. Review the feedback given to you from your instructor and reflect on what you have learned through this process.

· Write a 1 page conclusion that discusses the following points:

o Describe the impacts of single-subject design on research topics in special education.

o Reflect on what you have learned about this process and the possible implications for professional practice.

o Cite at least 3-5 current research articles research to support your ideas.

Learning Resources

Required Readings

Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage.

Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (pp. 389–403)

 Focus on the methodological implications and challenges of using a      particular approach to study inclusive practices in classrooms.

Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.

Chapter 8, “Synthetic Literature Reviews” (pp. 179–192)

Focus onthe importance of synthesizing knowledge to expand the knowledge base within special education. Reflect on theory or model building, complicated and controversial issues, and informational or “how to” reports. Pay particular attention to emerging and important issues in special education.
Chapter 9, “Guidelines for Composing and Evaluating Research Articles” (pp. 216–218)

Focus onguidelines for critiquing research articles. Note the key questions that underlie each of the sections of an APA formatted paper.
Chapter 10, “The Future of Special Education Research” (pp. 219–236)

Focus onthe future of special education. Consider evidence-based practices and a focus on student learning outcomes. Review quality indicators, instructional policies, and disabilities areas.
Walden University. (2016). Social change. Retrieved from https://www.waldenu.edu/about/social-change

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