For this modules Course Project component, you will develop an overview 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 ONeill, R.E., et. al. (2011) course text readings for this module to gather insights and examples to support your multiple baseline design for this modules major assessment component. Consider the topic, variables, and designs you have developed and submitted to your Instructor thus far to inform this Assignment. · Note: Pay particular attention to all of the elements required that must be included in your submission; for example, when you identify variables and designs be sure that you include the withdrawal design. Some students overlook this part of the Assignment. Compose a 23 page overview of your multiple baseline design for your single-subject study. Learning Resources Note: To access this modules required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage. Chapter 22, The Applied Science of Special Education: Quantitative Approaches, the Questions They Address, and How They Inform Practice(pp. 369388) Focus on quantitative designs and why they are key for research in the field of SPED Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications . Springfield, IL: Charles C. Thomas. Chapter 6, Quantitative Research Designs (pp.136152) Focus on the spectrum of relationship and descriptive studies. Note correlational designs and causal comparative studies. Develop an understanding of surveys, case studies, program evaluation, archival research, longitudinal studies, empirical literature reviews, and meta-analysis. Consult the following readings for work on your Course Project Component Assignment during this module: ONeill, 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 6, Withdrawal and Reversal Designs (pp. 7998) Focus on the range of designs, beginning with the A-B and progressing to reversal designs. Pay particular to the various adaptations to reversal designs. Review approaches when comparing two or more interventions, or two or more groups. Chapter 7, Multiple Baseline and Multiple Probe Designs (pp. 99116) Focus on approaches to design that support measuring the acquisition of new skills. Reflect on options when returning to a baseline rate may be unethical. Consider the characteristics of multiple baseline and multiple probe designs. Aditional Resources Although every Additional Resource is not required reading, it is highly recommended that you read all of the Additional Resources. Be sure to make note of the Additional Resources which align with the content and focus of Discussions and Assignments. Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication. Experimental/Quasi-Experimental Iftar, E. T., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory & Practice, 11 (1), 375381. Retrieved from the Walden Library databases. Focus on the description of the time delay procedure. Compare procedures for comparing treatments. Review the adapted alternating treatment design. Thurston, L. P., & Navarette, L. A. (2011). Rural, poverty-level mothers: A comparative study of those with and without children who have special needs. Rural Special Education Quarterly, 30 (1), 3946. Retrieved from the Walden Library dat…
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