Assignment: course project component— identifying variables and design | EDSD 7072 – Research Methodology for Special Education | Walden University


For this module’s Course Project component, you will draft an overview of the variables and the design of your single-subject study for your Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment.

To prepare:

· Review this module’s Learning Resources and Additional Resources to gather insights and examples of variables and designs for single-subject studies.

· Consider the research topic you submitted to your Instructor last module and the variables and designs which relate to that topic.

Compose a 2–3 page overview of your variables and design for your single-subject study. 

**Please use the attach research topic and learning resources as well as outside resources. 

Learning Resources

Note: To access this module’s 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.

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

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 2, “Defining What to      Measure and How to Measure It” (pp. 15–38)

    Focus ondefining the target behavior, dimensions of the behavior to      be measured, and measurement procedures. Consider the importance of      consistency in measurement.

  • Chapter 3, “Internal and      External Validity and Basic Principles and Procedures of Single Case Research      (SCR) Designs” (pp. 39–48)

    Focus ondefinitions ofinternal and external validity as they relate      to single-subject research. Pay particular attention to common basic      principles. Study the procedures of single-subject designs.

  • Chapter 4, “Making Sense of      Your Data: Using Graphic Displays to Analyze and Interpret It”(pp. 49–66)

    Focus onthe purposes of graphic displays of data. Note the      characteristics and the process of analyzing the data that are presented.      Review the questions that guide a comprehensive analysis.

  • Chapter 5, “Common Steps and Barriers You May      Have to Deal With in Conducting a Research Study” (pp. 67–78)

    Focus onthe common steps and challenges to conducting a research      study. Consider methods for overcoming challenges in the design of your      own research.

Additional 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.

Ciftci, H. D., & Temel, Z. F. (2010). A comparison of individual and small-group instruction with simultaneous prompting for teaching the concept of color to children with a mental disability. Social Behavior & Personality: An International Journal, 38(4), 479–493.

Retrieved from the Walden Library databases.

Focus on the approach to single-subject research. Note that an inter-subject multiple probing was used in this investigation. Pay specific attention to the measurement of the subjects’ developmental levels.

Evmenova, A. S., Graff, H. J., Jerome, M. K., & Behrmann, M. M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170–182.

Retrieved from the Walden Library databases.

Focus on the changing conditions single-subject design. Study how it was used and replicated across subjects. Read about social validity.

Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75(2), 135–150.

Retrieved from the Walden Library databases.

Focus on the style of field test for summarizing single-case research data. Recognize the improvement rate difference. Consider how it is calculated.

American Institutes for Research. (n.d.). National Center for Technology Innovation (NCTI). Retrieved from

Focus on the real world examples of single-subject research designs. Note the specific elements. Review the description of single-subject research.

Required Media

Laureate Education (Producer). (2012). Introduction to single-subject design [Video file]. Baltimore, MD: Author. 

Note: The approximate length of this media piece is 3 minutes.

In this media program, Dr. Terry Falcomata explains Single-Subject Design.

Focus on single-subject design as a quantitative research approach that allows researchers, clinicians, and educators to establish experimental control in answering a question of some clinical or educational relevance. Reflect on how the use of single-subject design can demonstrate that an intervention or program reliably produces positive changes in important behaviors or skills.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Laureate Education (Producer). (2012). A-B-A-B single-subject design [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 4 minutes.

In this media program, Dr. Terry Falcomata explains the A-B-A-B Single-Subject Design.

Focus on the example of the experiment that uses an A-B-A-B single-subject design. Note that it is sometimes referred to as a withdraw or reversal design. Consider how it uses repeated measures of a behavior strategically across baseline and intervention conditions.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

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