1
Regard no practice as immutable. Change and be ready to change again. Accept no eternal verity. Experiment.
(B.F. Skinner)
Tell me if anything ever was done.
(Leonardo da Vinci)
SPED 7020
(cross-listed with EDPS 7410)
Single Case Research Designs
(Spring, 2018)
Instructor: Rob O'NeillOffice: SAEC #2238
Office Phone: 581-3913Fax: 585-6476
E-mail:Office Hours: By appt. only
Class Location: SAEC 2151Meeting Time:Monday,4:35-7:05 p.m.
Course Prerequisites:SPED 6610 or equivalent, or permission of instructor
Course Description and Objectives
This course will provide an introduction to basic single/within-caseresearch design principles and strategies that can be used in research in educational and other applied settings. The purposes of the course are to provide students with an understanding of potential applications of single/within case research strategies, a working knowledge of commonly used single case research designs, and strategies for evaluating the outcomes of singlecase research studies.
Following completion of the course students will be able to:
1)Frame appropriate research questions.
2)Select appropriate experimental designs to answer research questions.
3)Describe the relative strengths and weaknesses of different research designs.
4)Select and implement appropriate measurement strategies for data collection.
5)Evaluate and make experimental design decisions based on ongoing data collection and analysis.
6)Design and construct appropriate graphic data presentations and conduct visual analyses of such data.
7)Design and implement strategies for social validation of research goals, methods, and outcomes.
8)Identify and respond to logistical issues that may arise in conducting research in educational and other applied settings.
9)Identify and respond to ethical and legal issues that may arise in conducting research in educational and other applied settings.’
10)Describe the relationship between course content and the three main categories of the current BACB 4th Edition Task List.
11)Critique research articles and determine the value of research reports for applied settings.
11)Develop proposals for research studies involving single/within case designs.
Required Readings
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. (available through various websites).
Medawar, P.B. (1979). Advice to a young scientist. New York: Basic Books. (Available through various websites).
In addition, course readings will be made available on the course website via Canvas.
BCBA Course Content
This course is part of the approved University of Utah coursework sequence for students preparing to take the examination to become a Board Certified Behavior Analyst (BCBA). The course covers material that the national Behavior Analysis Certification Board has specified in its current4th Edition Task List. Specifically the course information is relevant to all three main sections of the Task List, including Section I: Basic Behavior Analytic Skills (measurement, data analysis, and research design), Section II: Client-Centered Responsibilities (measurement, behavior change strategies, and Section III: Foundational Knowledge (terminology and measurement concepts).
Student Evaluation
Students will be evaluated on the basis of (1) class attendance, participation, and etiquette, (2) in-class weekly article summaries, (3) a series of in- and out-of-class assignments, and, (4) a final research proposal.
1.CLASS ATTENDANCE, PARTICIPATION, AND ETIQUETTE (30 PTS.). To encourage your timely and consistent attendance and appropriate participation in the class, a portion of the possible points for the class will be based on these areas.
Attendance. I will take attendance at each class session. Anyone who is not present within 10 minutes of the beginning of class (i.e., by 4:45 p.m.) and who does not subsequently have a reasonable and appropriate excuse for being late will not receive attendance points for that class session. To a large extent I will reserve the right to determine what is a reasonable and appropriate excuse. (Please note: Not planning well enough with regard to one’s job and family responsibilities and travel needs to be on time for class is not a reasonable excuse).
Participation. My intent is for this course to be as participatory as possible, with regard to discussion, etc. I therefore expect that each and every member of the class will overtly participate at least once in every class session by either responding to questions or initiating comments or questions about the class presentation/discussion. This may occur in either a whole class or large group context, or a small group context if we’re split into such groups for some type of activity.
For each session I will simply note whether each student engaged in overt participation as described above. Those not doing so will not receive participation points for that session.
Classroom etiquette. I have found some etiquette rules/guidelines to be important in conducting productive class sessions. In order to maintain an atmosphere of mutual respect and civility I must ask that you not hold conversations with classmates when I am speaking or another student is speaking. Also please refrain from writing and passing notes or participating in other distracting behavior. If you must arrive late please take a seat as immediately and quietly as possible; do not walk up to me in front of the class while I’m talking or we’re in the middle of a discussion. I will make sure that you get whatever materials you need to participate in the class, and will collect from you whatever I need to during a break or at the end of class. Similarly, if you must leave early please do so as quietly and unobtrusively as possible (e.g., talk to your classmates after class or on the phone about arranging needed meetings, etc.). I reserve the right to request that you alter your behavior if I think it is problematic, or request that you leave the class if necessary. These guidelines are just as applicable and important (if not more) when we have guest speakers or other guest participants in class. In the event of problems in these areas persons involved will not receive etiquette points for that session.
“Distance” etiquette. Not to single out those of you participating in the class via off-campus sites, but there are some important issues. I expect those of you in distance sites to exhibit the same levels of attention and participation as those folks here in the on-campus site. It’s important to keep in mind that the distance sites will be visible to myself and the on-campus students on an ongoing basis. I will not hesitate to mention if I am observing “off-task” or other behavior that I consider as problematic in the context of the class.
“Electronic” etiquette. Electronic resources are becoming an increasingly prevalent aspect of the teaching/learning environment. Electronic resources enhance learning both within and outside of the classroom setting. Appropriate use of electronic resources is considered a component of professional behavior within the College of Education. Please abide by the following aspects of professional behavior with regard to use of electronic resources. (1) I would prefer you not use laptop computers in the classroom, as it is difficult for me to monitor their appropriate use (e.g., taking notes vs. doing e-mail and surfing the web, etc.). If you feel you absolutely must use a laptop, students are requested to boot up prior to the start of class to minimize noise and distraction to other students. Students who come to class late are requested to wait to boot up until a class break. Again, students are required to refrain from playing games, answering e-mail, or engaging in other non-class related activities. (see class handout re: use of laptops/cellphones). (2) For the courtesy of your classmates and course faculty, please turn off cell phones and pagers, or if they must be on, switch them to silent mode. If you must take a call during class time, please leave the classroom to do so.
Please note: I intend for these guidelines to facilitate productive interactions in class, not to stifle input, creativity, comments, etc. If you have comments or thoughts about the topic(s) under discussion, please, please, please share them with the class as a whole; I am sure that your classmates and I would find your contributions to be of great interest!
2.IN-CLASS READING SUMMARIES (CREDIT/NO CREDIT).Each week I will assign one or more students who will each provide the class with a 2-3 minute summary of the critical points of one of the readings assigned for that week’s class. ALL students will be expected to be familiar with these readings and to be prepared to contribute comments, questions, etc. during these discussions. Depending on the size of the class and the number of articles I may sometimes assign multiple persons to work together to summarize particular articles each week.
3.IN- AND OUT-OF-CLASS ASSIGNMENTS (100 pts.) There will be several in-and-out-of-class assignments during the course of the term, including various small group activities during class periods, and possibly at least one group critique of a published research article with an in-class group presentation of this critique. These assignments may be worth differing numbers of absolute points; the contribution of these to your final grade will be determined by the percentage of points you get out of the total points possible for all assignments. Individual handouts will be posted on the class website providing detailed descriptions of and expectations for these assignments. Important note: If you are unhappy with your score on an assignment, you will have one chance to rewrite and resubmit it for re-evaluation. In order for this to happen, you must return the revision to me within one week of your getting it back. You must also turn in your original graded assignment when you turn in your revision. If you do not turn in your original graded assignment along with your revision your revision will not be graded.Please note that this type of revision/resubmission option is for assignments only, not for your final research proposal.
4.RESEARCH PROPOSAL (100 PTS.) The research proposal can be on any topic of broad relevance to education or human services. The proposal must employ a single/within-case experimental design of the types discussed in class. It will be due no later than 5:00 p.m. on Wednesday May 2nd. A specific detailed outline of the components that will be required in the proposal will be posted on the class website.(PLEASE NOTE: You will not have the chance to revise and resubmit your proposal once you have turned it in on Wednesday May2nd.I will be willing to review drafts of proposals IF I receive them 3 working days prior to the May 2nd deadline (so no later than 5:00 p.m. on Thursday Apr. 26th).
The grading breakdown will be as follows; there is a total of 230 points possible:
A94% (216-230)C+77-79% (177-183)
A- 90-93% (207-215)C74-76% (170-176)
B+87-89% (200-206) C-70-73% (161-169)
B84-86% (193-199)D+67-69% (154-160)
B-80-83% (184-192)D64-66% (147-153)
D-60-63% (138-146)
E<60% (<138)
Some Important Notes
1) I will be happy to read drafts of assignments or your final proposal and give you feedback before you turn them in for final grading. However, you must turn in your draft to me at least 3 working days prior to when it is due (e.g., on Thursday if it is due the following Monday).
2) Twenty percent (20%) of points possible will be deducted for turning in classwork within one week after established due dates and times. An additional 20% of points will be deducted for each additional week that something is late. These points will be deducted unless there are specific and appropriate reasons for the lateness, such as documented computer failure, consumption by dogs/cats/children/dragons, auto accidents, etc. I reserve the right to be the judge of what constitutes a specific and appropriate reason.
3) As mentioned above, if you are not satisfied with the grading of an out-of-class assignment you will have one opportunity to redo the assignment and turn it in again. Please note that if you elect to do this the revised assignment must be turned in for regrading within one week, and must be accompanied by your original graded assignment (otherwise your revised assignment will not be evaluated).
4) All writing done for the course will be evaluated with regard to clarity, literacy, and use of appropriate APA formatting and guidelines (6thedition; see attached page). Points will be deducted on assignments and your final proposal for consistent and/or substantial problems in these areas.
5) This class adheres to the University of Utah's policy on "incompletes" for final grades. The policy states: An incomplete shall be given and reported for work incomplete because of circumstances beyond the student's control. The grade of "I" must be used only for a student who is passing the course and who needs to complete 20% or less of the course. An "I" must not be used in a way that will permit a student to retake the course without paying tuition. If the student attends the course during a subsequent semester as part of the effort required to complete the course, he/she must be registered (either as a regular student or for audit) in the semester in which he/she attends. "I" grades will change to an "E" (fail) after one year unless a report of credit is submitted by the instructor to the registrar's office.
6) Equal Access - The Department of Special Education is committed to policies of equal opportunity and affirmative action, and prohibits discrimination on the basis of race, color, national origin, religion, gender, sexual orientation, age, status as a Vietnam veteran, disabled veteran, or person with a disability. The Department seeks to provide equal access to its programs, services, and activities for people with disabilities. Reasonable prior notice is needed to arrange accommodations. Evidence of practice not consistent with these policies should be reported to the Office of Equal Opportunity and Affirmative Action (581-8365). Students are encouraged to articulate their special needs to the instructor. However, in order to be provided with accommodations students must provide written documentation of these special needs from the Center for Disability Services (Rm. 162, Olpin Student Union). It is best if reasonable accommodations are negotiated and recorded in writing PRIOR to assignments and course activities. All course activities and assignments are intended to reflect the demands of the profession in authentic settings. Accommodations must be mutually determined in a way that does not compromise the role and responsibility of a professional who serves students with disabilities. If reasonable accommodation cannot be mutually negotiated, the matter will be referred to the University of Utah’s Office of Equal Opportunity for arbitration. Students who have concerns or questions regarding any aspect of their course experience or requirements are expected to first contact the instructor to seek clarification and guidance. If concerns or questions cannot be resolved satisfactorily with the instructor, students should contact their academic advisor and/or program coordinator. If concerns and questions remain unresolved, students should consult directly with the chair of the department.
7) Any occurrences of academic misconduct (e.g., attempts to cheat on assignments, plagiarism in writing) will be penalized to the fullest extent allowed by department, college, and university regulations. Please note that while I strongly encourage students to work together and collaborate to help one another learn, unless otherwise specified I expect students to complete class assignments independently.
Course Content/Readings
Note #1: O’Neill/Ch. or Medawar/Ch. refers to one of the textbooks; all other citations refer to the readings posted on the class website.
Note #2: I reserve the right to at any time alter the speed or sequence with which we go through thesetopics!
DateCourse ContentReadings
1/8-Introduction to Course
-Historical Background of Single/
Within-Case Designs
-Basic Characteristics of S/W Case
Designs
1/15-No class – Martin Luther King Jr. Holiday
1/22-Basic Characteristics of S/W Case-O’Neill et al./Chs. 1 &3
Designs (cont.)-Baer, Wolf, & Risley ('68)
-Logistical Issues in Carrying Out-Hodgson & Rollnick (‘89)
Research in Applied Settings-Discussion Articles:
Sidman (’60) Chs. 1 & 2; Dermer& Hoch (’99)
1/29-Logistical Issues (cont.)-O’Neill et al./Ch. 5
-Assessing Published Research-Medawar/Chs. 1, 2, & 4
ReportsDiscussion Articles:
Grossenet al. (’95)
Medawar Ch. 3
2/5-Measurement & Data Collection-O’Neill et al./Ch. 2
2/12-Measurement & Data Collection-Discussion Article: Fuqua &
-Social ValiditySchwade (’86; Ch. 12)
2/19-No Class- President’s Day Holiday
2/26-Social Validity-O’Neill et al./Ch. 4
-Visual/Graphic Analysis of Data-Discussion Article:
Schwartz & Baer (’91)
3/5-Visual/Graphic Analysis of Data-O’Neill et al. Appendix (Lo &
Konrad, 2007)
3/12-Statistical Analysis of S/W Case-Fisher et al. (’03)
Design Data-Parker & Vannest (’09)
-Parker, Vannest, Brown (’09)
-Discussion Article: Miller & Lee (’13)
3/19 – NO CLASS – SPRING BREAK – ENJOY!
3/26-Withdrawal/Reversal Designs-O’Neill et al./Ch. 6
-Kuhn et al. (’15)
-Kadey & Roane (‘12)
-Fritz et al. (’17)
-Discussion Article: Allen et
al. (’13)
4/2-Multiple Baseline Designs and-O’Neill et al./Ch. 7
Variations-Mazzotti et al. ('15)
-Strickland-Cohen & Horner (’15)
-Medawar/Ch. 9
-Discussion Article:
-Dickson et al. (‘17)
4/9-Changing Criterion Designs-O’Neill et al./Ch. 8 & 9
-Comparison Designs-Hartmann & Hall (‘76)
-Discussion Article: Kurti &
Dallery (’13)
4/16-Comparison Designs (cont.)-O’Neill et al./Ch. 10
-Austin et al. (’15)
Therrien et al. (’05)
-Discussion Article: Capriotti et al. (‘17)
4/23-Assessing the Role of Single Case-O’Neill et al./Ch. 11
Designs in Educational- McDonnell & O’Neill (’03)
And other Applied Research- Medawar/Chs. 5, 6, 7, 8, 10,
-Ethical Issues in Applied Research11, & 12
-Discussion Article: Horner
et al. (’05)
5/2-Final Research Proposal due no later than 5:00 p.m.
Criteria for Assessing Writing (GET THE APA MANUAL - 6th ed.)
A)Writing Style
1)Smooth presentation of ideas (organization within and across paragraphs, use of topic and transition sentences, logical sequencing of ideas)
2)Being succinct vs. being too wordy
3)Precision and clarity of meaning (choice of words, vocabulary)
B)Syntax, Punctuation, Spelling and Proofreading
1)Syntax- grammatical errors in sentence structure
2)Punctuation- use of commas, periods, colons, etc.
3)Spelling- especially repeated consistent errors