Assignment: 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 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.
Chapter, "Historical Background and Development of Single Case Research" (pp. 1-13)
Focus on the development of single case research as a valid and reliable method in special education. Note: You will use this reading for your work on your MA.
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.
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.
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.
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.
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.