Embed Size (px)
Citation preview
Topics in Special Education ResearchSPED 596
Sheldon Loman, PhD. Summer 2014Contact: [email protected]
Positive Behavior Support
Educational Systems Change
Instructional Practices for
People w/ Significant Disabilities
This Afternoon’s Agenda
• Course Syllabus & Assignments
• Review & Quiz• Break• Brief Lecture• Activity• Dismissal
Presentation of Syllabus and Course Wiki
Course StructureThis class will be taught using an adapted interteaching method
(Boyce & Hineline, 2002; Saville et al., 2005). Interteaching methods are based on common research-based
practices in college teaching, including reciprocal peer tutoring, problem based learning, and cooperative learning (Saville, Zinn, Neef, Van Norman, & Ferrari, 2006).
Review: Based on feedback Quiz: Short quiz after review
Discussion: Use discussion guide with partner(s)
Self-evaluation & Feedback:Evaluate quality of interactions & topics requiring further clarification
Walk-through Course Structure
Review
Review: Based on feedback Quiz: Short quiz after review
APA Style Test/Tutorial
http://www.lib.usm.edu/legacy/tutorials/apatutorial/definition.html
Do you have style? (APA) style?
Purdue Online Writing Labhttp://owl.english.purdue.edu/owl/resource/560/15/
Review for Quiz
Research Defined
• Research is a systematic process for asking (and answering) questions.The research question(s) being asked
determine the research methodology and specific research design used
In our field, research guides (a) our understanding of basic
mechanisms of behavior, and (b) our identification of effective (or
“more effective”) clinical interventions.• Evidence-based practice• Research is one way to “fix beliefs”
Why do research?
Four Functions of Educational Research: 1. Description 2. Prediction 3. Improvement 4. Explanation ….of an educational phenomenon
Description
• Heavily dependent upon instrumentation for measurement & observation
• Increase our knowledge about what happens in schools
• E.g., “Amazing Grace” OR “Shame of a Nation” by Jonathan Kozol
Prediction• Ability to predict a phenomenon that
will occur at time Y from information available at an earlier time X.
• E.g., student’s achievement in school can be predicted accurately by an aptitude test administered a year or two earlier. OR
• Identification of students who are likely to be unsuccessful as their education progresses in order to prevent drop-out.
Improvement
• Concerns the effectiveness of interventions designed to improve practice.
• E.g., drug therapies in medicine, reading/writing/math interventions to improve students’ academic achievement
Explanation
• Considered the “most important” in the long term (Gall, Gall, & Borg, 2007)
• If able to explain a phenomenon this means you can: describe it, predict its consequences, & know how to intervene to change those consequences
• Explanations are usually framed as theories• E.g., self-determination theory, feminist
theory
What data/info do quantitative, qualitative, and mixed methods researcher’s collect?:
• Quantitative: Numerical data
• Qualitative: Words, pictures & artifacts
• Mixed: Both types of data
Define Independent variable (IV) or predictor variable:
Independent variable= Intervention/treatment manipulated for different groups or at different times (e.g., literacy training).
Predictor variable= Inherent characteristics that are
different between groups (e.g., studying gender differences)
Dependent variable (DV) & criterion variable: Variable that the researcher is interested in
measuring to determine how it is different for groups with different experiences (dependent) or characteristics (criterion) .
Dependent variable: Measured/outcome variable
Population & Sample
• Population: Group to whom you want to apply your results (e.g., teachers in a school district; N=800)
• Sample: Group that you have chosen from (or representative of) your population from which to collect data (e.g., n=80 teachers from a school district selected to interview/survey)
Name the 4 Functions of Research Tell me the type of data the following
researchers collect:◦ Quantitative◦ Qualitative◦ Mixed Methods
Define Independent Variable Define Dependent Variable Tell me the difference between population
and sample
Complete Quiz
Correct Quiz
Self-grade quiz
Research Defined
• Research is a systematic process for asking (and answering) questions.The research question(s) being asked
determine the research methodology and specific research design used
In our field, research guides (a) our understanding of basic
mechanisms of behavior, and (b) our identification of effective (or
“more effective”) clinical interventions.• Research is one way to “fix beliefs”
Fixing Beliefs
• History (It has always been that way)
• Authority (It is true because an important person says it is)
• Logic (It seems like it ought to be true)
• Experience (We saw it work…or… “it worked for me”)
• Experimental Analysis (Systematic analysis using the scientific method with objective exposure to disproof).
• Dangers in fixing beliefs: Bruno Bettelheim (1967)• “Refrigerator Mother” theory of autism
Activity: Define a FACT
A) about life in general B) about an intervention in your field, and the effect of that
intervention. What is the source of your knowledge?
History Authority Logic Experience Experimental Analysis
Course Structure
Review: Based on feedback Quiz: Short quiz after review
Discussion: Use discussion guide with partner(s)
Dyadic Discussion• Each day you will come to class with a hard
copy or electronic access to your completed discussion guide (based on what you read)
• This will guide your discussion with partners
• For our first discussion today, please use your discussion guide from Chapters 1 & 2 from Monday (10 minutes).
Why do research?
Four Functions of Research:1. Description2. Prediction3. Improvement4. Explanation….of an educational phenomenon
Overall first step to the research process is identifying your own worldview
Major Paradigms in Research• Paradigm: way of looking at the world• 4 major Paradigms (from Mertens, 2010)
1. Postpositivism2. Constructivist3. Transformative4. Pragmatic
Postpositivism
AKA: ExperimentalQuasi-experimentalCorrelationalCausal comparative (examined after the
fact; ex post facto)QuantitativeRandomized control trials (RCT)
Postpositivism
• Dominant paradigm that guided early educational and psychological research
• Importance of objectivity & generalizability
• Suggest researchers modify their claims of understandings of truth based on probability, rather than certainty
ConstructivistAKA:NaturalisticPhenomenological (as perceived by the
actors) Hermeneutic (interpretive understanding or
meaning) Symbolic interactionEthnographicQualitativeParticipatory action research
Constructivist Paradigm
• Reality is socially constructed by people active in the research process
• Researchers should attempt to understand the complex world of lived experience from the point of view of those who live it (Schwandt, 2000)
• Research is a product of values of researchers and cannot be independent of them.
Transformative
AKA:Critical theoryNeo-MarxistFeminist theoriesFreireanParticipatoryEmancipatoryPostcolonial/indigenousQueer Theory
Disability TheoriesAction Research
Transformative Paradigm
• Directly addresses the politics in research by confronting social oppression at whatever level it occurs (Reason, 1994)
• Consciously and explicitly position themselves side by side with the less powerful in a joint effort to bring about social transformation.
Pragmatic ParadigmAKA:
Mixed MethodsMixed ModelsParticipatory
• Goal is to search for useful points of connection.
Course Structure
Brief Lecture
Features of the Scientific Process Public process Operational description of variables Measurement
Quantifiable Reliable (consistent) Valid (accurate)
Replicable (measurement, intervention) Exposure to disproof (research design) Objective analysis
Steps in the Research/Scientific Process
1. Identify socially important issue
2. Review current literature
3. Define conceptual model
4. Define specific hypothesis(es) and research question(s)
5. Define dependent variable(s)/measure
6. Identify independent variable(s)/measures
7. Select appropriate research design
8. Obtain consents 9. Collect data 10. Analyze data 11. Communicate
results Written presentation Oral presentation
Socially Important Issue
Conceptual Model Inferences/Hypotheses
Dependent Variable(s) Dependent Variable Measures
Research Question
Independent Variable(s) Independent Variable Measures
Research Design
Elements of a Research Model
Socially Important Issue
Conceptual Model Inferences/Hypotheses
Dependent Variable(s) Dependent Variable Measures
Research Question
Independent Variable(s) Independent Variable Measures
Research Design
Generalization of Academic Skills
Stimulus Control Theory/ General Case Programming (GCP)
Bring target responses under control of stimuli that are present in generalization contexts
Is there a functional relation between use of GCP and performance under non-trained conditions?
Performance under non-trained conditions.
Percentage of non-trained trials performed correctly
General Case Programming Selection and sequencing of training example that sample relevant stimulus variation: GCP fidelity checklistMultiple Baseline Across
Students
1. Socially Important Issue:
2. Conceptual Model/Hypothesis:
3. Research Question(s):
4. Dependent Variable:
5. Dependent Variable Measure:
6. Independent Variable:
7. Independent Variable Measure:
8. Research Design:
Course Structure
Application Activity
Discuss the Odom et al (2005) & Mertens Chapter 3 readings with at least 2 other people in a small group (15 minutes)
Make sure everyone has a chance to talk.
In-Class Activity #1 will be a second discussion!
“Research questions must guide researchers’ selections of scientific methods” (p.138).
“Science in education is not a hard science, but is the ‘hardest-to-do science’” (Berliner, 2002, as cited by Odom et al., 2005, p.139).
Randomized Control Trials (RCT)= “Gold Standard” , but….
“Researchers cannot just address a simple question about whether a practice in special education is effective; they must specify clearly for whom the practice is effective and in what context” (p. 141).
From Odom et al. (2005)Research in Special Education: Scientific Methods & Evidence-Based Practices
Rigorous methodology to questions of interest. Guidelines for:
◦ Researchers who design and conduct research◦ Reviewers who evaluate the “believability” of research findings ◦ Consumers who need to determine the “usability” of research
findings
Guidelines for determining an evidence-based practice based on the rigor of research using a number of methods.
Indicators for: Group Design (Gersten et al., 2004); Single-Subject Design (Horner et al., 2005); Correlational Design (Thompson et al., 2004); Qualitative Design (Brantlinger et al., 2005)
Quality Indicators of Research Methodology
Where do I start? Tutorial from PSU Library http://library.pdx.edu/tutorials/beginresearch/1
PSU Special Education Research Guide Site http://guides.library.pdx.edu/content.php?pid=
233736&sid=1942844
Handout http://rxsped596.pbworks.com/w/file/5490578
1/Schroeder.Library.Lit%20Review.sped%20590%20Loman%206%2012.doc
Literature Review
Steps in the Research/Scientific Process
1. Identify socially important issue
2. Review current literature
3. Define conceptual model
4. Define specific hypothesis(es) and research question(s)
5. Define dependent variable(s)/measure
6. Identify independent variable(s)/measures
7. Select appropriate research design
8. Obtain consents 9. Collect data 10. Analyze data 11. Communicate
results Written presentation Oral presentation
Steps in the Research/Scientific Process
1. Identify socially important issue
2. Review current literature
3. Define conceptual model
4. Define specific hypothesis(es) and research question(s)
5. Define dependent variable(s)/measure
6. Identify independent variable(s)/measures
7. Select appropriate research design
8. Obtain consents 9. Collect data 10. Analyze data 11. Communicate
results Written presentation Oral presentation
“The way we think about things, not the actual practices themselves” (Kauffman, 2007, p. 241).◦ A link to this article is posted on the wiki
Guides our thinking and provides “rules”, “principles” that guides the research and practice.
Conceptual Models
Social/Behavior Support System: School-wide PBS
Academic Support System: Response to Intervention
External Community Supports
Context for: Person Centered Planning, Functional Assessment & Wraparound
Collaboratively Outline Behavior SupportsPlan that speaks with “One Voice” Consistently Implement, Monitor, Evaluate, COMMUNICATE
FBA Identifying:Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors
Ongoing Comprehensive Implementation:
Wraparound
Functional Assessment
Person-Centered Planning
Strength-based shared understanding of : Values, Long-term Goals, Current Programs, Possible variables influencing behaviors
SAM
choolwide
pplications
odel
SAM
choolwide
pplications
odel
SAMSAM
choolwide
pplications
odel Six Guiding Principles to Creating an Inclusive School1. All instruction is guided by General Education
2. All school resources are configured to benefit all
students3. School Proactively addresses social development and
citizenship4. School is data-based learning organization5. School has open boundaries in relation to its families
and its community6. District supports school-centered approach and
extensive systems-change activities required to implement a school-wide model
Sailor & Roger, 2005
I. Provide Multiple Means of Representation
II. Provide Multiple Means of Action & Expression
III. Provide Multiple Means of Engagement
Perception Physical Action Recruiting Interest
Language, expressions, and symbols
Expression & Communication
Sustaining Effort and Persistence
Comprehension
Executive Functioning/Planning
Self-regulation
Universal Design for Learning
National Center on UDL; www.udlcenter.org
SAM
choolwide
pplications
odel
SAM
choolwide
pplications
odel
SAMSAM
choolwide
pplications
odel
Sailor, 2008
Practice Guide for Self Determination
Loman et al., 2010
Person-Environment Fit & Schools (Thompson, Wehmeyer, & Hughes, 2010)
Check on the Wiki for details & template Recommended at least 2 to 3 pages of the
document due at the end of the term.
Planning for Research Review for your Research Proposal
You should educate readers about the topic and provide a clear rationale as to why the study is important and necessary based on the previous research and writing on the topic.
The process involves finding and reading the relevant professional literature on the chosen topic and summarizing the information in a written review.
Most of the research will be in the form of scholarly books, book chapters, and published journal articles.
Do not plagiarize. Make sure to put all information in your own words and give credit to all authors who are used through professional citations using APA format.
Literature Review Guideline A:
Within your literature review you will present the logic or conceptual framework as to why and how your current study (topics, methods, designs) is organized the way it is.
Literature Review Guideline B:
Make this section compelling. Tell the reader why this is an important topic and why they should continue to read your document. Concisely explain the social importance of what you are studying.
Start with a powerful statistic or statement.
Take a look at some of the articles that you are reviewing for class and see how they start their articles.
Literature Review Guideline C:
½ to 1 page recommended length
State your research question(s) in the form of a question that includes the independent variable(s) and dependent variable(s) within the question.
For example: “Do student who participate in the Super-Duper literacy intervention [IV] perform better on statewide standardized tests [DV] in reading than students who do not receive the Super-Duper literacy intervention?
Statement of Proposed Research Questions
Briefly and clearly state how each research question will be addressed.
For example, “This research question will be answered by comparing the end-of-year state wide test scores of students who received the intervention and those who did not receive the intervention.”
Briefly present the proposed theoretical and practical implications of the findings.
e.g., “The results of this study may have implications for the use of the evidence-based Super-Duper Reading Intervention by elementary special education teachers…”
Research Question(s) Guidelines
Framed based to operationalize (clearly define so that it can be replicated) the objectives of the proposed research project.
Mention the IV and DV and how they will affect each other
Framed based on methodology:◦ Experimental/Quasi-experimental/Single-subject: “Is there a
causal of functional relationships between IV and DV”◦ Correlational: “Is there a correlational relationship between IV
and DV” ◦ Descriptive/Qualitative: Describe a phenomenon or issue better,
“What is the prevalence of intellectual disabilities in African-American middle school students?”
Research Question Tips
Find a group that you may be working with for the research proposal topic
Work to find a group of 3-4 people that you may be working with for the research proposal for this course.
Outline what search criteria (key words) you will use for your literature search.
Discuss a possible conceptual framework that will guide your research.
Closing Activity
Self-evaluation & FeedbackPlease complete self-evaluation
sheet and feedback form
