1. Topics in Special Education Research SPED 596 Sheldon Loman, PhD. Summer 2014 Contact: sheldon.loman@pdx.edu

2. Positive Behavior Support Educational Systems Change Instructional Practices for People w/ Significant Disabilities

3. This Afternoon’s Agenda Course Syllabus & Assignments Review & Quiz Break Brief Lecture Activity Dismissal

4. Presentation of Syllabus and Course Wiki

5. Course Structure This 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

6. Walk-through Course Structure

7. Review Review: Based on feedback Quiz: Short quiz after review

8. APA Style Test/Tutorial http://www.lib.usm.edu/legacy/tutorials/apatutorial/defi nition.html

9. Do you have style? (APA) style? Purdue Online Writing Lab http://owl.english.purdue.edu /owl/resource/560/15/

11. 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”

12.  Four Functions of Educational Research:  1. Description  2. Prediction  3. Improvement  4. Explanation  ….of an educational phenomenon

13. 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

14. 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.

15. 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

16. 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

17. Quantitative: Numerical data Qualitative: Words, pictures & artifacts Mixed: Both types of data

18.  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)

19.  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

20. 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)

21. Prepared by M. Hara (mhara@pdx.edu)

23.  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

24. Correct Quiz Self-grade quiz

25. 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”

26. 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

27. 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

28. Course Structure Review: Based on feedback Quiz: Short quiz after review Discussion: Use discussion guide with partner(s)

29. 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).

30. Why do research? Four Functions of Research: 1. Description 2. Prediction 3. Improvement 4. Explanation ….of an educational phenomenon

31. Overall first step to the research process is identifying your own worldview

32. Major Paradigms in Research Paradigm: way of looking at the world 4 major Paradigms (from Mertens, 2010) 1. Postpositivism 2. Constructivist 3. Transformative 4. Pragmatic

33. Postpositivism AKA: Experimental Quasi-experimental Correlational Causal comparative (examined after the fact; ex post facto) Quantitative Randomized control trials (RCT)

34. 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

35. Constructivist AKA: Naturalistic Phenomenological (as perceived by the actors) Hermeneutic (interpretive understanding or meaning) Symbolic interaction Ethnographic Qualitative Participatory action research

36. 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.

37. Transformative AKA: Critical theory Neo-Marxist Feminist theories Freirean Participatory Emancipatory Postcolonial/indigenous Queer Theory Disability Theories Action Research

38. 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.

39. Pragmatic Paradigm AKA: Mixed Methods Mixed Models Participatory Goal is to search for useful points of connection.

40. Course Structure Brief Lecture

41. 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

42. 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

43. Socially Important Issue Conceptual ModelInferences/Hypotheses Dependent Variable(s)Dependent Variable Measures Research Question Independent Variable(s) Independent Variable Measures Research Design Elements of a Research Model

44. Socially Important Issue Conceptual ModelInferences/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 checklist Multiple Baseline Across Students

45. 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:

46. Course Structure Application Activity

47.  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.

48.  “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).

49.  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)

50.  Where do I start? Tutorial from PSU Library  http://library.pdx.edu/tutorials/beginresearch/1 http://library.pdx.edu/tutorials/beginresearch/1  PSU Special Education Research Guide Site  http://guides.library.pdx.edu/content.php?pid=2 33736&sid=1942844 http://guides.library.pdx.edu/content.php?pid=2 33736&sid=1942844  Handout  http://rxsped596.pbworks.com/w/file/5490578 1/Schroeder.Library.Lit%20Review.sped%20590%2 0Loman%206%2012.doc http://rxsped596.pbworks.com/w/file/5490578 1/Schroeder.Library.Lit%20Review.sped%20590%2 0Loman%206%2012.doc

51. 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

52. 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

53.  “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.

54. Social/Behavior Support System: School-wide PBS Academic Support System: Response to Intervention External Community Supports Context for: Person Centered Planning, Functional Assessment & Wraparound

55. Collaboratively Outline Behavior Supports Plan 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

56. Six Guiding Principles to Creating an Inclusive School 1.All instruction is guided by General Education 2.All school resources are configured to benefit all students 3.School Proactively addresses social development and citizenship 4.School is data-based learning organization 5.School has open boundaries in relation to its families and its community 6.District supports school-centered approach and extensive systems-change activities required to implement a school-wide model Sailor & Roger, 2005

57. I. Provide Multiple Means of Representation II. Provide Multiple Means of Action & Expression III. Provide Multiple Means of Engagement PerceptionPhysical ActionRecruiting Interest Language, expressions, and symbols Expression & Communication Sustaining Effort and Persistence ComprehensionExecutive Functioning/ Planning Self-regulation National Center on UDL; www.udlcenter.org

58. Sailor, 2008

59. Loman et al., 2010

60. Person-Environment Fit & Schools (Thompson, Wehmeyer, & Hughes, 2010)

61.  Check on the Wiki for details & template  Recommended at least 2 to 3 pages of the document due at the end of the term.

62.  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.

63.  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.

64.  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.

65.  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?

66.  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…”

67.  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?”

68.  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.

69. Self-evaluation & Feedback Please complete self-evaluation sheet and feedback form