1. Topics in Special Education Research SPED 596 CRN: 82488 Sheldon Loman, PhD. Summer 2012 Contact: sheldon.loman@pdx.edu

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

3. This Evening’s Agenda Course Syllabus & Assignments Student Information Sheet Break Brief Lecture Activity Dismissal

4. 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

5. Walk-through Course Structure

6. “Mock Review” Review: Based on feedback Quiz: Short quiz after review

7. 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”

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

9. 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

10. 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.

11. 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

12. 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

13. Mock Quiz Complete the student information sheet/ quiz (not graded!)

14. Correct Quiz Self-grade quiz

15. 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”

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

17. 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

18. 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.

19. 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

20. 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

21. New Vocabulary Words… In Chapter 1

22. What data/info do quantitative, qualitative, and mixed methods researcher’s collect?: Quantitative: Numerical data Qualitative: Words, pictures & artifacts Mixed: Both types of data

23. Define subject or participant or stakeholder: Individual you are studying -Person from who you collect data Participant- more common due to the role that individuals play in research process Stakeholder- used more frequently when evaluating a program

24. 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)

25. 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

26. Experimental & control groups Experimental group- receives intervention Control group- business as usual, no intervention

27. 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 your population from which to collect data (e.g., n=80 teachers from a school district selected to interview/survey)

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

30. Generalizability & Transferability Generalizability: researcher’s ability to generalize results from sample to the population from which it was drawn. Transferability: In qualitative research, results enable readers to make judgments to link to their own situations.

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

32. Dyadic Discussion Each day you will come to class with a completed (typed & printed) discussion guide (based on what you read) This will guide your discussion with partners For today, please read the sample study handed to you (also within text) and complete the discussion guide for this one study (10 minutes). Then get into a group with 4 other people who read different sample studies and discuss similarities & differences between the different studies (15 minutes)

33. Course Structure Brief Lecture

34. 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

35. 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

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

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

38. 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

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

40. 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

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

42. 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.

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

44. 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.

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

46. In-Class Activity Part 1. Review the Table on page 11 of textbook OR copy handed out Work with 2-3 other people and explain which paradigm resonates most with you & why Be willing to share your biases

47. 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

48. 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

49. 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

50. 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

51. 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:

52.  Write down 3 socially important research topics that are of interest to you.  What possible variables are you interested in measuring/describing? ◦ E.g., increased sight words for students with severe disabilities, fidelity of implementation of a program by teachers/staff.  Find others who are interested in your topic.

53.  Short Group Quiz!  http://www.uvu.edu/owl/infor/test_n_games /practice_tests/apa.htm http://www.uvu.edu/owl/infor/test_n_games /practice_tests/apa.htm  Purdue Online Writing Lab  http://owl.english.purdue.edu/owl/resource/ 560/15/ http://owl.english.purdue.edu/owl/resource/ 560/15/

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