Assignment 2: Course Project Component— Multiple Baseline Design, Variation 1

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.

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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.
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 Education Quarterly, 27(4), 3–9. 
Retrieved from the Walden Library databases.
Focus on the summaries of field studies. Study the style to classifying studies. Recognize that findings must be met with reservation.
Narrative Research
Applequist, K. L. (2009). Parent perspectives of special education: Framing of experiences for prospective special educators. Rural Special Education Quarterly, 28(2), 3–16.
Retrieved from the Walden Library databases.
Focus on the use of a narrative approach and semi-structured interviews. Study the descriptions provided by subjects. Read about their concerns.
Hillel, L. R. (2015). Masters of weaving: The complex role of special education teachers. Teachers and Teaching: Theory and Practice, 2(1), 103–126.
Retrieved from the Walden Library databases.
Life History
Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education, 14(2), 115–131.
Retrieved from the Walden Library databases.
Focus on the design of this longitudinal study. Read about the selection of eight students. Consider the extent to which the analysis expands to identify specific pedagogies.
Stamp, R., & Loewenthal, D. (2008). Can counseling/psychotherapy be helpful in reducing barriers to learning for the person with specific learning disabilities? Counselling Psychology Quarterly, 21(4), 349–360.
Retrieved from the Walden Library databases.
Focus on the use of an empirical phenomenological research approach. Recognize how the study includes an exploration of understanding. Consider next steps for continued research.


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