Compose a 2–3 page overview of your first variation of the multiple baseline design for your single-subject study.

Compose a 2–3 page overview of your first variation of the multiple baseline design for your single-subject study.

For this module’scourse project component, you will develop a variation of your multiple baseline design for your single-subject study for your Course Project: Assessment of Student Learning: Utilizing Single-Subject Design Assignment.

To prepare:

· Review the O’Neill, R.E., et. al. (2011) course text readings for this module to gather insights and examples to support your multiple baseline design variation for this module’s course project component.

· Consider the topic, variables, and designs you have developed and submitted to your Instructor thus far to inform this Assignment.

Compose a 2–3 page overview of your first variation of the multiple baseline design for your single-subject study.

Note: See the Course Project instructions and rubric in Module 6 for more details regarding the requirements of this Assignment.

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

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

Chapter 7, “Qualitative Research Designs” (pp. 153–178)

Focus onthe major assumptions of qualitative research. Reflect on ethnography, case study, multisite, phenomenological, and grounded theory approaches. Look carefully at methodological issues and the role of qualitative research in studies in special education.
Bettez, S. C. (2015). Navigating the complexity of qualitative research in postmodern contexts: Assemblage, critical reflexivity, and communion as guides. International Journal of Qualitative Studies in Education, 28(8), 932–954.

Focus on the ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers.

Trainor, A. A., & Graue, E. (2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267–274.

Focus on the different elements of rigor required in qualitative methods.

Consult the following readings for work on your course project component during this module:

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 8, “Changing Criterion Designs” (pp. 117–136)

Focus onthe characteristics of changing criterion designs. Review defining the behavior, setting a goal, and implementation techniques. Consider variations, such as changing criterion with a multiple baseline.
Chapter 9, “Multiple Treatment Designs” (pp. 137–150)

Focus onthe characteristics of multiple treatment designs. Study the guidelines for implementing such an approach. Pay particular attention to design variations.
Additional Resources

Although not required, it is highly recommended that you read all of the Additional Resources.

Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.

Case Study

Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education, 13(3), 319–344.

Retrieved from the Walden Library databases.

Focus on the characteristics of the multiple-probe design. Reflect on the number of behaviors that were evaluated in this study.

Content Analysis

Vostal, B. R., Hughes, C. A., Ruhl, K. L. Benedek-Wood, E., & Dexter, D. D. (2008). A content analysis of learning disabilities research & practice: 1991–2007. Learning Disabilities Research & Practice, 23(4), 184–193.

Retrieved from the Walden Library databases.

Focus on the analysis of the content of learning disability research and practice. Reflect on the designs, participants, strategies, and settings. Pay particular attention to reading, assessment and identification, and inclusion.

Discourse Analysis

Vehmas, S. (2010). Special needs: A philosophical analysis. International Journal of Inclusive Education, 14(1), 87–96.

Retrieved from the Walden Library databases.

Focus on the description of needs, special, and exceptional. Consider the extent to which separating students into ordinary and special is discriminatory. Reflect on improving individuals’ capabilities.

Ethnography

Brown, S. (2009). Learning to read: Learning disabled post-secondary students talk back to special education. International Journal of Qualitative Studies in Education, 22(1), 85–98.

Retrieved from the Walden Library databases.

Focus on the experiences of those previously identified as learning disabled. Recognize the meanings and experiences of students. Read about the work of these students.

Field Study

Dexter, D. D., Hughes, C. A., & Farmer, T. W. (2008). Responsiveness to intervention: A review of field studies and implications for rural special education. Rural Special Educati

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