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

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.

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 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.

Phenomenological

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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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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Concepts And Theories In Nursing

Concepts And Theories In Nursing

Your assignment this week will be an APA paper to include a title page, level headings, and a reference page.

Case Study
Parse’s theory focuses on quality of life and is from each person’s perspective. The concept of valuing at the level of human experiences focuses on the ways persons choose and act on what is important in their lives.

The hospice nurse sat with Ann’s husband, Ben. Ann was resting quietly as the increased dosage of IV pain medication gradually reached its therapeutic level. Ben turned his head and slowly turned, looking out the room’s only window. As he glanced up, a small flicker of light caught his breath. It was a shooting star. A tear fell from the corner of his eye, and he turned to Ann. The nurse sensed that something significant to Ann and Ben was unfolding. Shuffling to Ann’s bedside, he took her small, fragile hand in his. These hands had rocked cradles, burped babies, and groomed the horses she loved to ride. Gently holding her hand, he turned to the nurse. “She would ride like the wind was chasing her.” Looking back to Ann, his voice broke, choking back tears. “Ann, Ann, I saw Jessie…Jessie is calling.” Ben turned, “Jessie was our daughter. She died having a baby that was too big. When she died, it was a pitch-black night. Cold, so cold, the baby died too, a little boy, named him Abe, Jr. after Jessie’s husband. I took Ann outside so she could cry to God above and there in this dark sky we saw two falling stars…together…just falling. We knew it had to be Jessie and Abe…two angels to light up the night.” Ben turned back as a deep sigh escaped from Ann’s lips. A soft smile remained as she joined Jessie and Abe.

Based on this case study, how would the nurse actualize Parse’s theory of Human Becoming?
Make sure the first line of your paper is the title and is centered and NOT bold. You must have an intro paragraph that introduces all the topics of your paper. You will then address the question above and will have a level header Actualization.

What are the characteristics of a human becoming nurse? What are the strengths and weaknesses of this theory of nursing?
This section should be at least one paragraph with a level header Strengths and Weaknesses. Think about how to apply this theory. Would it work for every setting?

What challenges exist for healthcare institutions to switch to this nursing approach?

This section should have a level header Challenge and should include at least two reasons. Make sure you explain why it is a challenge in detail.

How might Parse’s understanding of transcendence guide the nurse, as Ann’s death became a reality to Ben?
This section should have a level header Transcendence and should use key words from the theory to tie into the case study.

From the nursing theories we have discussed, what additional theory would you apply to this case study? Develop a plan of care to include both nursing theories (be specific and provide reasons)
This section should have a level header Additional theory. Why did you select this theory? How can you apply it to this case study? Again, make sure to use key words from the theory. Make sure you have a conclusion paragraph that sums up the content of your paper and has a level one header Conclusion.

The APA formatted paper should include 2 outside references and your book. The essay should be between 1250 and 1500 words in length.

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Annotated Bibliography And Journal Synopsis

Annotated Bibliography And Journal Synopsis

Value: 35%

Length: 2000 words (10-12 pages)

Submission method options: Alternative submission method

TASK

You are required to prepare for this Assessment Item by:

  1. READING the Subject outline,
  2. COMPLETING Topic 3, 4 and 5 on sections that discuss how to do an Annoatated

Bibliography and a Journal Synopsis paper.

WHAT TO DO: Tasks 1 and 2 below

TASK 1 – 25%

Annotated Bibliography

  1. Write an Annotated Bibliography for your Capstone Topic with a collection of 12 articles following a set structure. The Annotated Bibliography is a critical examination of the most relevant and recent scholarly research on the topic area that is not just a summary of the articles you have read.
  2. An Annotated Bibliography is a detailed analysis of sources that can be used later in an expanded Literature Review.
  3. Use the latest online search tools (CSU PRIMO, Google Scholar, Online databases) and efficient bibliographic organisers – CSU supports the use of EndNote. (available on iPad). EndNote is a bibliographic citation program, allowing references and footnotes to be translated into a variety of standard formats.
  4. As a CSU student you can download and install EndNote X7 for Windows or Mac OS platforms from https://online.csu.edu.au/division/dit/software/core.html
  5. Ensure that the Annotated Bibliography submitted by you is your own work and has not been submitted elsewhere and comply with the University’s requirements for academic integrity.
  6. You can get help in Building and Writing an Annotated Bibliography from several Topics in the ITC571 Interact2 site sidebar menu and other study advice and tips from:
  7. Study Resources (PDF files to download): http://student.csu.edu.au/study/ resources
  8. APA style Referencing from http://student.csu.edu.au/study/referencing-at-csu

Example below shows APA6 style with 2nd and subsequent line indentation and use of DOI link to source if available:

  1. The CSU Library website for LibGuides in Information Technology, Computing and Mathematics at http://libguides.csu.edu.au/cat.php?cid=66969
  2. EndNote Bibliographic software and tutorials LibGuide at http://libguides.csu.edu.au/endnote
  3. Review the emerging technology (use internet for journals, conference papers, magazines, news articles, online databases, eBooks) and submit a 12-article Annotated Bibliography on your topic.
  4. A good place to start a collection of articles in your annotated bibliography is via the PRIMO search tool located on the CSU Library website at http://www.csu.edu.au/ division/library
  5. Self-Evaluation Report on Originality (100-150 words)

a. Select a 1000-word sample of annotations text only (exclude references) from and submit it for testing at Turnitin turnitin.com

b. Save and append a copy of the originality report obtained.

c. Critically evaluate and interpret the originality report, from your context or point of view as your personal Self-Evaluation Report on Originality (100-150 words).

  1. NOTE: Tasks 1 and 2 (below) can be appended into the one document and submitted via Turnitin as PDF or other document format.

As an example, the Capstone Topic PRIMO search on a research topic like “IoT security in smart

cities” returned the following snapshot from a large list of very recent journals related to the Topic, by using the “articles” filter to cut out books, eBooks etc. Next when applying another filter “peer-reviewed” and a sort by “Date-newest”, joined with a show only “Open access” and “Available Online”, then the second screen reveals a 2019 journal paper not readily seen on the first broader search result page 1:

Library Resources

Information Technology Journal Databases: http://www.csu.edu.au/division/library/findinfo/databases/subject/infotech

Information Technology & Computing LibGuides : http://libguides.csu.edu.au/itc

(http://libguides.csu.edu.au/itc)

The following questions may be useful while reviewing the topic:

  1. What is the new technology?
  2. What does it do and what are the special features it has?
  3. When is it coming out in the market and how much will it cost?
  4. What industry will the new technology affect? (Medical, agricultural, computer, business, etc….).
  5. In your opinion, will the new technology be beneficial to society? Why or why not.
  6. What did you learn from a critical analysis of your sources of information on this new technology?

TASK 2 – 10%

Write a 120-200 word Journal Synopsis paper based on your Task 1 results. The purpose of this final assessment activity is to produce a 120-200 word Journal Synopsis paper on your findings, lessons learnt and a discussion that will be supported by your annotated bibliography with references from respected sources. After submission, post a copy to share with your peers on the ITC571 Discussion Forum. The challenge is to communicate the most about your project in the least amount of words.

What is a synopsis?

It is another name for an Abstract, that you will have read at the beginning of academic journal articles when researching your A4 Annotated Bibliography. If you have read these synopses or abstracts, you’ll already know that they are:

“a summary of the article; its arguments and conclusion.”

The journal abstract or synopsis was very useful to you perhaps, in helping you to decide if an article is relevant to your research, and in deciding the worth of futher reading and are an integral feature of most conferences. The presenters are required to submit an abstract or synopsis of their papers, which conference delegates later receive. This helps the delegates decide which presentation they will attend. So you need to be convincing with your synopsis and include an overview of your arguments and conclusions. Synopses are generally only one or two paragraphs long, and they are placed at the beginning of the paper.

Adapted here from the Source:

https://www.uow.edu.au/content/groups/public/@web/@stsv/@ld/documents/doc/ uow195641.pdf

It should make it easier if you use the simple template below for your 120-200 word Journal Synopsis paper as it has the following headings and length as a guide: TITLE (10 words of the synopsis paper and NOT the same as your Project Title)

  1. AIM OF THE PROJECT ( 1 sentence or 15 words)
  2. METHOD (2 sentences or 30 words)
  3. RESULTS (1-2 sentences or 15 to 30 words)
  4. DISCUSSION (2 sentences or 30 words)
  5. CONCLUSION (1 sentence or 15 words)

Guidelines:

· The ABSTRACT of an article is written LAST. See https://www.editage.com/insights/ a-10-step-guide-to-make-your-research-paper-abstract-more-effective (https://www.editage.com/insights/a-10-step-guide-to-make-your-research-paperabstract-more-effective)

• The final task is to refine is the TITLE of the paper

• Include your references in APA style as usual (http://student.csu.edu.au/study/ referencing-at-csu (http://student.csu.edu.au/study/referencing-at-csu))

• Ensure that the Journal paper is your own work and has not been submitted elsewhere and complies with the University’s requirements for academic integrity.

• Post a message about your Journal Synopsis paper on the Discussion Forum to share with your lecturer and peers.

• Your lecturer will advise further on how the format can be modified to suit the nature of your work.

RATIONALE

This assessment task will assess the following learning outcome/s:

• be able to perform literature searches and critically analyse the literature in the chosen topic.

• be able to critically reflect on and synthesize complex information, problems, concepts and theories in the chosen topic.

• be able to apply established research methodologies with autonomy.

• be able to apply project management and information and communication echnologies (ICT) tools to plan, execute, record and present their research and project work as a capstone experience.

The rationale of this assessment is to test your ability to review, evaluate, critique and support others opinions as well as existing literature, using a scholarly writing style. You will also demonstrate your ability to carry out independently research and locate information from various sources such as journals, conference proceedings, online databases, eBooks and industry magazines.

The Learning Outcomes being assessed in task include your ability to perform literature searches and critically analyse the literature in the chosen topic and then to critically reflect on and synthesize complex information, problems, concepts and theories in the chosen topic. As the Annotated Bibliography develops, so will also be demonstrating your advanced communication and academic writing skills in transmitting your capstone experiences and ideas to others.

What does a well-constructed annotated bibliography contain?

That is a research topic on its own, however I recommend the list of SIX structural elements below

  1. Interpretation and evaluation of an overview of recent trends in emerging technologies and innovation;
  2. Evidence of literature searches and critical analysis of the literature in the chosen capstone topic;
  3. Critical reflection and synthesis of complex information, problems, concepts and theories in the chosen topic;
  4. Original opinion on the benefits of your capstone project to others;
  5. Reflective comments on what was learnt from a review of the literature;
  6. Use of correct citations and referencing conforming to recognised referencing format.

The Checklist for the Annotations elements can be used as a quality check as you write:

Content Elements

• Coverage of topic

• Depth of discussion

• Development of argument and reasoning

• Selection of literature

Writing Style Elements

• Structure of review

• Technical competence

• Use of citations and quotations

• Referencing

Task 2

After studying something quite intensely in task 1 Annotated Bibliography, you are now an expert in that area of research. As such, you need to be able to present that knowledge as a compact 120 to 200 word Journal Synopsis paper as a final demonstration of your knowledge and understanding in deploying a range of research principles, methodologies and academic writing skills.

Research is defined in the AQF as follows: “Research comprises systematic experimental and theoretical work, application and/or development that results in an increase in the dimensions of knowledge.”

Your ITC571 research includes original, exploratory, experimental, applied, clinically or work-based, and other forms of creative work undertaken systematically to increase knowledge and understanding, deploying a range of research principles and methodologies.

The aims of this Journal exercise are based and modified on those for which CORE was established:

• to create a professional journal experience for those postgraduate students engaged in computer science and information technology in higher education and research institutes and to facilitate their research skills development;

• to assist and advance research in computer science and information technology in higher education and research institutes;

• to assist and advance teaching and research in computer science and information technology in higher education;

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