Assignment:
For this module's Course Project component, you will develop an overview of your multiple baseline design for your single-subject study for your Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment.
To prepare:
· Review the O'Neill, R.E., et. al. (2011) course text readings for this module to gather insights and examples to support your multiple baseline design for this module's major assessment component. Consider the topic, variables, and designs you have developed and submitted to your Instructor thus far to inform this Assignment.
· Note: Pay particular attention to all of the elements required that must be included in your submission; for example, when you identify variables and designs be sure that you include the withdrawal design. Some students overlook this part of the Assignment.
Compose a 2 to 3 page overview of your multiple baseline design for your single-subject study.
Learning Resources
Note: To access required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage.
- Chapter, "The Applied Science of Special Education: Quantitative Approaches, the Questions They Address, and How They Inform Practice"(pp. 369-388)
Focus on quantitative designs and why they are key for research in the field of SPED
Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.
- Chapter "Quantitative Research Designs" (pp.136-152)
Focus on the spectrum of relationship and descriptive studies. Note correlational designs and causal comparative studies. Develop an understanding of surveys, case studies, program evaluation, archival research, longitudinal studies, empirical literature reviews, and meta-analysis.
Consult the following readings for work on your Course Project Component Assignment during this module:
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 "Withdrawal and Reversal Designs" (pp. 79-98)
Focus on the range of designs, beginning with the A-B and progressing to reversal designs. Pay particular to the various adaptations to reversal designs. Review approaches when comparing two or more interventions, or two or more groups.
- Chapter "Multiple Baseline and Multiple Probe Designs" (pp. 99-116)
Focus on approaches to design that support measuring the acquisition of new skills. Reflect on options when returning to a baseline rate may be unethical. Consider the characteristics of multiple baseline and multiple probe designs.
Aditional Resources
Although every Additional Resource is not required reading, it is highly recommended that you read all of the Additional Resources. Be sure to make note of the Additional Resources which align with the content and focus of Discussions and Assignments.
Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.
Experimental/Quasi-Experimental
Iftar, E. T., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory & Practice, 11(1), 375-381.
Focus on the description of the time delay procedure. Compare procedures for comparing treatments. Review the adapted alternating treatment design.
Thurston, L. P., & Navarette, L. A. (2011). Rural, poverty-level mothers: A comparative study of those with and without children who have special needs. Rural Special Education Quarterly, 30(1), 39-46.
Focus on the differences in demographics, school experience, social support, and school involvement. Review differences by marital status. Reflect on differences in retention, special needs reports, homework, and writing notes to teachers.
Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on self-determination. Exceptional Children, 78(2), 135-153.
Focus on the approach to this group-randomized, modified equivalent control group design. Note the use of multiple measures. Pay specific attention to the interpretation of findings.
Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), 89-106.
Focus on reading growth trajectories. Consider the extent to which reading achievement increased with age. Recognize the characteristics of a longitudinal study.
Correlation
Mautone, J. A., DuPaul, G. J., Jitendra, A. K., Tresco, K. E., Junod, R. V., & Volpe, R. J. (2009). The relationship between treatment integrity and acceptability of reading interventions for children with attention-deficit/hyperactivity disorder. Psychology in the Schools, 46(10), 919-931.
Focus on the relationship between treatment integrity and acceptability. Note the two consultation models. Pay particular attention to the relationship between reading interventions and ADHD.
Williamson, R. L., Robertson, J. S., & Casey, L. B. (2010). Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities. Journal of Vocational Rehabilitation, 33(2), 101-111.
Focus on the interacting variables. Study the correlating characteristics. Read about the links to employment and postsecondary education.
Required Media
Laureate Education (Producer). (2012). The multiple baseline design [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 6 minutes.
In this media program, Dr. Terry Falcomata explains the Multiple Baseline Design.
Attachment:- Special education.rar