Order 818901: Qualitative research evaluation

EVALUATION OF A QUALITATIVE STUDY 7

Evaluation of a Qualitative Study

Abstract

In the article, “Tailoring social competence interventions for children with learning disabilities” the authors illustrate there exits ingrained challenges for children with learning disabilities to have social competence. This social competence comprises of a set of skills that are complex for a person with physical disabilities (Milligan, Phillips & Morgan, 2016). The authors further illustrate that if these skills are successfully enacted, they determine the behavioral and emotional regulation, which is a gray area for a high number of children with co-occurring mental health challenges. The authors used qualitative interviews to indicate that tailored treatment for children with co-occurring mental health challenges resulted in the improvement of social competence (Milligan, Phillips & Morgan, 2016). On the other hand, further studies suggest that the use of personalized treatment was essential for children with co-occurring mental health challenges for them to have social competence (Dunn & Andrews, 2015). However, researchers further suggest that when prescribing the personalized treatment to be used, it is imperative to obtain a health history record of the patient to analyze the prospect of any underlying illness (Lehtonen, Howie, Trump & Huson, 2013). To further analyzesocial competence for children with disabilities that paper will evaluate the topic article’s research problem, significance of the said problem and the literature review. It will further explore the data collection and the interpretation of the findings.

Key words: social competence, learning disabilities, children

i. Evaluation of the Research Problem

The article explores the prevalence of social competence in children with disabilities. The prevalence of difficulties in having social competence results in specific behaviors. (Needs to be a reference)

ii. Evaluating the Significance of the Problem

The authors do not indicate that the failure to have social competence in children with disabilities has a counseling issue. According to the study 71% of children with disabilities have problem behaviors, 46% of specific behavioral difficulties, 54% have hyperactivity and 78% do not make any eye contact when talking (Milligan, Phillips & Morgan, 2016).

iii. Evaluation of the Literature Review

The authorsindulge scholarly works and findings of other authors in the study. The integration of scholarly works from other authors illustrates the unbiased nature of the study, which is organized in a chronological order to analyze social competence in children with disabilities. . (Needs to be a reference)

iv. Evaluation of Research Purpose Statement and Questions

The article seeks to determine how disability affects social competence in children (Milligan, Phillips & Morgan, 2016).

v. Research Design

In the study, the authors use descriptive research design, which they use to describe in detail how the disability in children affects their social competence (Milligan, Phillips & Morgan, 2016). The descriptive research design further gives the authors an opportunity to integrate findings by other scholars.

vi. Research Purpose Statement

The study does not have a research purpose statement. The lack of a research purpose statement is attributed to the study’s coherence in the abstract. . (Needs to be a reference)

vii. Research Questions

The study seeks to determine how disability affects social competence in children. The research question is stated via a declarative statement is well compounded in lie with the article’s research design and findings. . (Needs to be a reference)

viii. Evaluation of Data Collection Plan

The study employed the use of qualitative interview in its findings. Scholars illustrate that the use of interview as the data collection plan gives the authors a better standing to effectively explorehow disability affects social competence in children (Whalon, Conroy, Martinez &Werch, 2015). It further gives researchers a wide array of access to the participants.

ix. Selection of Participants

The participants were selected from a Group program (Milligan, Phillips & Morgan, 2016). The authors dispersed interview questionnaires and those who were interested conducted them back leading to the selection of the study participants. . (Needs to be a reference)

x. Gaining Permission

Due to the prospect that the research participants composed of children with disabilities who were below the age of majority, the authors obtained consent from the children’s parent to conduct the interview. . (Needs to be a reference)

xi. Determining the Data to Collect

The data used in the study was derived from questionnaires and scholarly documents. The questionnaire data composed a high number of the finding followed by scholarly documents. . (Needs to be a reference)

xii. Recording Data

In the study, the authors did not describe the data recording protocol. However,researchers suggest that in research designs that rely on questionnaires as the data collection method, the best data recording protocol to be used is the recording form (Stichter and others 2013). Via this protocol method, the authors are able to record every finding captured in the questionnaire.

xiii. Evaluation of Data Analysis and Interpretation Plan

In the data evaluation and interpretation, the authors relied on the comparative coding method where they analyzed the findings derived from the questionnaires with those derived from scholarly documents (Milligan, Phillips & Morgan, 2016).  Further, the use of this comparative method allows the authors to avoid bias in the study by integrating distinct findings.

xiv. Preparing and Organizing Data for Analysis

In preparing and organizing the data for analysis, the authors first began by observing scholarly documents from other authors. They then participated in Group program where they dispersed interview questionnaires and those who were interested conducted them back leading to the selection of the study participants (Milligan, Phillips & Morgan, 2016). The questionnaire findings were interrogated against the scholarly documents and the results indicated in the article.

xv. Exploring and Coding the Data

Coding of the data by the authors is not stated in the study. However, if I were to conduct the coding, I would start this process prior to the data collection process. I would start by pre-coding some of the items in the forms (Stichter and others 2013). I would then employ the use of computers to print all the necessary forms and findings.

xvi. Using Codes to Build Description and Themes

This section is not stated in the article. However, if I were to do it, I would start by customizing the theme color. The theme color will comprehend with the theme code, which would be replicated in the study. . (Needs to be a reference)

xvii. Representing and Reporting Findings

The author employed the use of figures and narrative description to report the findings(Milligan, Phillips & Morgan, 2016). This form of representation enables the findings to be presented in a flowing manner.

xviii. Interpreting Findings

The authors illustrate that the lack of sufficient resources was a major limitation. Another limitation was the failure of some of the projected participants to partake in the study. . (Needs to be a reference)

xix. Validating the Accuracy of the Findings

In validating of the study accuracy, the authors used studies from the other authors. They also stated the research design used and the findings thereof (Milligan, Phillips & Morgan, 2016).

xx. Evaluation of Ethical and Culturally Relevant Strategies

In upholding ethics in the study, the authors disclosed the he research design used and the findings thereof. They also disclosed findings used in the article from other authors (Milligan, Phillips & Morgan, 2016). They also obtained consent from the participants.

xxi. Conclusion

The study adhered to professionalism by disclosing the research design, findings and works from other authors. The study organization was exemplary and allowed the free flow of information. It was further free of any bias.

References

Dunn, D. S., & Andrews, E. E. (2015). Person-first and identity-first language: Developing

psychologists’ cultural competence using disability language. American Psychologist, 70(3), 255.

Lehtonen, A., Howie, E., Trump, D., &Huson, S. M. (2013).Behaviour in children with

neurofibromatosis type 1: cognition, executive function, attention, emotion, and social competence. Developmental Medicine & Child Neurology, 55(2), 111-125.

Milligan, K., Phillips, M., & Morgan, A. S. (2016). Tailoring social competence interventions for

children with learning disabilities. Journal of Child and Family Studies, 25(3), 856-869.

Stichter, J. P., O’Connor, K. V., Herzog, M. J., Lierheimer, K., & McGhee, S. D. (2013). Social

competence intervention for elementary students with Aspergers syndrome and high functioning autism. Journal of autism and developmental disorders, 42(3), 354-366.

Whalon, K. J., Conroy, M. A., Martinez, J. R., &Werch, B. L. (2015). School-based peer-related

social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of autism and developmental disorders, 45(6), 1513-1531.