Overview of the Week’s Small-Group Activity Schedule.

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Presentation transcript:

Overview of the Week’s Small-Group Activity Schedule

Topics and Group Composition Group 1: Emotional/Behavioral Disorders Reesha Adamson Frederick Brigham Chin-Chih Chen Stacy-Ann January Stephen Kilgus John McKenna Barbara Mitchell

Group 2:Reading/Literacy Scott Ardoin Yvel Crevecoeur Youjia Hua Devin Kearns Carly Roberts Andrea Ruppar William Therrien

Group 3: Language/Communication Tonya Davis Tara McAllister-Byun Jillian McCarthy Maeder Maria Adelaida Restrepo Sam Sennott Ashlyn Smith Katie Wolfe

Group 4: Autism Laura Chezan Christan Coogle Mark Harvey Elizabeth Kryszak Blair Lloyd Jennifer Ottley Shu-Fei Tsai

Group 5: Mathematics/Science/Classroom Practices/Methodology Mary Alt Haiwen Chu Melissa Collier-Meek Jill Lammert Brittany Hott Guang Zeng

Purpose of The Small-Group Sessions to get to Carnegie Hall – by practicing the concepts and skills that are being preached in the large-group sessions to get yourself into the intervention research literature through conference presentations and journal articles – by going through the process of designing, “conducting,” analyzing, and reporting a single-case intervention study that incorporates scientifically credible methodological and data-analysis techniques to get IES/NCSER grants!

Activity Schedule for the Week Day 1 Decide on substantive topic, intervention, logic model, participants, outcome measures, and predicted outcomes. Primary “floating” topic: Logic model

Day 2 Visual analysis practice: Create data that display various changes (or no changes) in level, trend, and variability ‒ along with immediate vs. delayed changes, combined with abrupt vs. gradual changes Primary “floating” topic: Visual-analysis components

Select both a preferred and an alternate SCD that includes both N > 1 “case” replication AND at least one form of randomization, as selected from: A.Designs that currently meet WWC Standards: alternating treatment, reversal (ABAB), or multiple baseline (with or without intervention start-point randomization) OR B. Some type of modified/extended AB design (e.g., randomized phase orders; crossover; randomized pairs). Note: Groups may or may not get to implement their initially preferred design.

Based on the group’s design selection, refine aspects of the proposed study, including number of participants, number of measures per phase, and specific randomization components.

Day 3 Masked visual analysis practice Generate “ideal” data (based on parameters that reflect reasonable effect sizes) associated with the group’s study predictions for all outcome measures being investigated. Primary “floating” topics: Masked visual analysis; “ideal” data generation

Day 4 Randomization and regression-based tests; single-case effect sizes ExPRT analysis of “actual” (instructor-provided, computer-simulated) data. Primary “floating” topic: ExPRT randomization test program

Group discussion of study results, limitations, etc., along with preparation of Day 5’s presentation. Note: In contrast to “real research” presentations, yours should focus much more on the methodological, procedural, data- analysis aspects ‒ along with “what was learned” and “what could be improved” ‒ and much less on the substantive (conceptual and prior literature) aspects.

Day 5 Individual groups present their study results to the full assembly. Note: Each group will be given approximately 20 minutes of presentation time, with about 10 minutes for questions and comments.