Answer to peers

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The purpose of data analysis is to answer the question, "How am I going to make sense of this data?" Using the Highland Park case study, briefly describe how you will analyze the data collected from student interviews. Identify a minimum of three steps

Data analysis plays a central role in research as it aids in making inferences about the research problem under investigation. Globally, there is no universally agreed-upon definition of data analysis.  According to LeCompte and Schensul (1999), data analysis is the process used by the researcher to interpret data. It is the process of reducing a large volume of the collected data with the sole objective of making sense of them. Kawulich (2004) opines that in data analysis, three things occur: data are not only organized and reduced through categorization and summarization, but themes and patterns in the data are also identified and linked. It is only through data analysis that inferences can be made. For instance, the present study is interested in determining and implementing the most effective strategies for reducing addiction to video games among grade eight to ten students.

It is imperative that the investigator (teacher) completely immerse herself or himself in data by reading and re-reading the transcripts multiple times. Also, it is important to personally understand the collected data. The investigator must desist from making rash actions and judgments by ensuring that he or she remains focused on the ultimate goal of the proposed intervention, which in this case is to prevent addiction to video games. Thus, the steps that will be central in the analysis of data from student’s interviews in the Highland Park case study include identification of themes, developing the so-called coding scheme, coding the collected data, and ultimately sorting the collected data based on themes. Finally, the investigator should identify themes that could help him or her address research questions.

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Needs Assessment Summary

The needs assessment for my proposed research involves developing language and communication abilities with a nonverbal 8-year-old child diagnosed with Autism Spectrum Disorder (ASD). One of the specific challenges of this needs assessment is the fact that the child cannot communicate directly with the action researcher, and thus other methodologies of assessment need to be used. Obviously, as the child cannot communicate with the researcher, I decided that it would be necessary to base the needs assessment on collecting data and information from the parents of the child. In addition, future needs assessments will collect possible data from other teachers, social workers, or clinical providers. However, any and all data collected must be geared towards the primary purpose, which is assessing the language skills of the child, assessing what steps have been or are currently being taken to develop communicative skills, and making an action plan to further this development with the child.

In my needs assessment, the primary instrument I have designed so far is a survey to administer to the parents of the child. Rather than dig into a diagnosis or make clarifications regarding the diagnosis of ASD, the assessment is intended to get information from the parents regarding what their past experiences have been in language development with their child. Furthermore, one of the main purposes is to understand how they communicate with their nonverbal child as well as gauge their expectations regarding the action research that will be undertaken. The survey asks a number of questions, including what clinical experiences they have had with the child, what interventions in the ambit of language have been done, and what they expect for their child in terms of developing communicative skills.