COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPEC 5030
SINGLE SUBJECT RESEARCH IN SPECIAL EDUCATION
THREE SEMESTER HOURS

 

REQUIRED TEXTBOOK(S)

To be determined

 

COURSE DESCRIPTION

Application of single subject research methodology in classroom settings with students who have disabilities. Focus on the acquisition of skills necessary to allow a functional relationship to be established between teaching practices and changes in pupil behavior.

Prerequisite: Successful completion of the undergraduate program in Special Education.

 

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 3: Graduates think systematically about their practice, use research

and technology and contribute to the knowledge base.

Principle 4: Graduates are members of learning communities.

EDUCATIONAL OUTCOMES

Outcome 2: The ability to plan intervention based upon knowledge of empirical research, individual consumers, and the community.

Outcome 3: Competence in self-evaluation of the effects of his/her choice and actions on others (consumers, family members, and other professionals in the learning community) and a commitment to actively seek out opportunities to grow professionally.

 

COURSE OBJECTIVES

At the conclusion of this course, students will:

1. demonstrate knowledge of the historical basis of single subject methodology (Principle 3, Outcome 2)

Developing Professionals for Service

2. demonstrate knowledge of research ethics, informed consent, and issues related to conducting classroom-based research (Principle 3, Outcome 2)

3. demonstrate knowledge of the role behavioral assessment (Principle 4, Outcome #2)

4. demonstrate knowledge of parameters of dependent measures and measurement systems (Principle 3, Outcome 2)

5. demonstrate knowledge of issues related to reliability and validity (internal and external) (Principle 3, Outcome 2)

6. demonstrate the ability to evaluate data through visual inspection (Principle 3, Outcome 3)

7. demonstrate the ability to determine clinical or applied significance of behavior change (Principle 3, Outcome 2)

8. demonstrate knowledge of the general requirements for single subject and comparative designs (Principle 3, Outcome 2)

9. demonstrate knowledge of advantages and disadvantages of single subject and comparative designs (Principle 3, Outcome 2)

10. demonstrate ability to design, implement, analyze, and evaluate an applied single subject research project using effective research based instructional strategies and practices to meet the needs of individuals with disabilities(Principle 4; Outcomes 2 and 3)

11. demonstrate the ability to present research project in oral and written formats (Principle 4, Outcome 3)

 COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Successfully complete a mid-term exam and a comprehensive final exam

(Objectives 1-9)

2. Design, implement, analyze, and evaluate an applied single subject research

project (Objective 10)

3. Successfully present an oral defense of an applied research project (Objectives 4- 7, 11)

4. Successfully present a written applied research project in journal format

(Objectives 4-7, 10 and 11)

 

COURSE EVALUATION

1. Mid-Term Exam and Final Exam (Objectives 1-9)

2. Criteria Protocols (Objectives 10-11)

Exam 1: (date)

Final Exam: (date and time as scheduled)

Final Grading Scale

90% - 100% A

80% - 89% B

70% - 79% C

60% - 69% D

Below 60% F

ATTENDANCE POLICY

The university attendance policy will be strictly adhered to in this course.

INSTRUCTOR

Dr. M. L. Venn

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 226-A. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative

structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Homepage.

 

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication manual of the American Psychological Association (4^th ed.). Washing, DC: Author.

 

Tentative Course Schedule

Week 1

Introduction to Course

Review of Syllabus

Plagiarism

Week 2

How Effective is Special Education?

Ethics and Social Validation

Week 3

Writing a Research Proposal

Direct Observation

Week 4

Internal and External Validity

Week 5

Withdrawal and Reversal Designs

Week 6

Multiple Baseline Designs

Multiple Probe Designs

Week 7

Changing Criterion Designs

Week 8

Comparative Intervention Designs

Week 9

MIDTERM

Week 10

Comparative Intervention Designs (cont.)

Week 11

Visual Inspection

Week 12

SPRING BREAK

Week 13

Catch-up

Week 14

Peer Review of Papers

Week 15

Paper Presentations

Week 16

Individual Project Papers Due