For this Assignment, you will defend multiple methods of single-subject designs and analyze study data to suggest interventions. To prepare: · Review the data provided in the articles by Ciftci, H. D., & Temel, Z. F. (2010) and Evmenova, A. S., Graff, H. J., Jerome, M. K., & Behrmann, M. M. (2010). Note the use of A-B-A-B and multiple baselines approaches in these studies and how you might defend the use of these approaches. · Review the course text readings for this module, as well as the media. Think about the concepts and ideas present in these Learning Resources and how they might inform your interpretation of the data in the research studies. Compose a 4–5 page paper in which you: · Defend the use of A-B-A-B and multiple baselines designs in the Ciftci, H.D., et. al. (2010) and Evmenova, A.S., et. al. (2010) studies. In your response, provide a rationale for using a different approach to each study. · Based upon the graphics, analyze the data presented in each study. Explain what the data tells you, your interpretation of the results, and the interventions the data suggest. 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 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. 369–388) 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. 118–152) Focus on the description of single-subject research. Consider the      most important aspects of this approach to research. Review the quality      indicators of single-subject research. 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 2, “Defining What to      Measure and How to Measure It” (pp. 15–38) Focus on defining the target behavior, dimensions of the behavior to      be measured, and measurement procedures. Consider the importance of      consistency in measurement. Chapter 3, “Internal and      External Validity and Basic Principles and Procedures of Single Case      Research (SCR) Designs” (pp. 39–48) Focus on definitions ofinternal and external validity as they relate      to single-subject research. Pay particular attention to common basic      principles. Study the procedures of single-subject designs. Chapter 4, “Making Sense of      Your Data: Using Graphic Displays to Analyze and Interpret It”(pp. 49–66) Focus on the purposes of graphic displays of data. Note the      characteristics and the process of analyzing the data that are presented.      Review the questions that guide a comprehensive analysis. Chapter 5, “Common Steps and Barriers You May      Have to Deal With in Conducting a Research Study” (pp. 67–78) Focus on the common steps and challenges to conducting a research      study. Consider methods for overcoming challenges in the design of your      own research. Additional 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. Ciftci, H. D., & Temel, Z. F. (2010). A comparison of individual and small-group instruction with simultaneous prompting for teaching the concept of color to c…

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