Special Education Prospectus
Da1989
prospectus_rewrite.zipProspectus Rewrite/ALIGNMENT GUIDELINES.docx
ALIGNMENT GUIDELINES
· LCU is very picky in that Problem Statement, Purpose, and RQ1 all need to be in direct alignment.
· Alignment means that all of these items line up directly in their language and substance. This is accomplished by literally cutting and pasting. Start with your Problem Statement. Do not worry about flowery language. Make them simple and clear.
· Then you take that Problem Statement, add a question mark, and that is your RQ1. Required.
· You can then separate, deliniate, do whatever for RQ2 through RQ87.
· For your Purpose, you follow this formula - methodology + design + problem statement + population + location.
TWO EXAMPLES:
EXAMPLE A:
Problem Statement: It is not known how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online.
Q1: How does structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online?
Purpose: This qualitative, multiple case study will investigate how structural empowerment may affect online nurse faculty empowerment and retention when utilized by nursing program directors to identity and address barriers to teaching online in the United States.
EXAMPLE B:
Title: Exploring Leadership Styles and Employee Job Satisfaction level in a non-profit organization in the Caribbean Islands.
Problem Statement: It is not known if and to what degree a relationship exists between leadership styles and employee job satisfaction level in a non-profit organizations in the Caribbean islands.
Purpose: The purpose of this quantitative, non-experimental, correlation research study is to explore if and to what degree a relationship exists between leadership styles and employee job satisfaction level in a non-profit organization in the Caribbean islands.
R1: If and to what degree does a relationship exists between leadership styles and employee job satisfaction level in a non-profit organization in the Caribbean islands?
Prospectus Rewrite/Prospectus.06132016.MASP.docx
Dissertation Prospectus
How do parents manage the education of their child with Autism Spectrum Disorder?
Submitted by
Ccccccc Xxxxxxxxs
Home Town University
Any Town USA
September 15, 2016
Great topic.
My concern is with the alignment throughout. The stage is not set with this study within this document. I want you to really focus on the topic – managing the education of a child with autism. Why is this needed? What has been done? What background information is about managing the education (not about this disorder or related issues)? Really start by defending your study. Then focus on how you will do it. This is not clear throughout. Also, please pay attention to the criteria within each section to make sure it is there, and extra information is not.
Once this alignment is fixed, I am confident the remaining concerns will fall into place.
Please see comments throughout.
Best,
Introduction
In the recent years, there has been an increase in the prevalence of Autism Spectrum Disorder (ASD). When parents receive an educational determination of autism for their child, both parents have the potential to be asymmetrically influenced. The “opportunity cost” to families of children with autism are defined as the alternatives experiences that foregone in terms of personal, social, and economical stressors (Amendah, Grosse, Peacock, and Mandell, (2011). A child diagnosed with an ASD can exhibit behaviors or actions that are overwhelming for a parent. Children with an autism spectrum disorder (ASD) have many exacerbated behaviors that can increase a parent’s frustration. Comment by Pressman, Melissa Singer: Not clear how this is related. I would envision this focusing on education of children with ASD and how it is managed.
A notable collection of research exists that reveals that overexertion can often occur when parenting a child with an ASD (Laxman, McBride, Jeans, Dyer, Santos, Kern, Sugimura, Curtiss, & Weglarz-Ward, 2014). There are a number of studies, on parental stressors in mothers and fathers of children with ASD (Laxman et al., 2014). However, there is very little research on how parents manage the education of their child with an Autism Spectrum Disorder. This qualitative study will employ the use of a set of in-depth case studies, conceptualized within the social theory of symbolic interaction, to generate a solid narrative around familial factors related to parenting a child on the Autism Spectrum.. Comment by Pressman, Melissa Singer: What is there? How does it relate? How does it assist in defining the gap?
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
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Introduction This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed. The recommended length for this section is one paragraph. |
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1. Dissertation topic is introduced. |
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2. Describes how the study extends prior research or fills a “need” or “defined gap” from current literature. |
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NOTE: This Introduction section elaborates on Point #1(the Topic) from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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Background of the Problem
Autism spectrum disorder (ASD) is a combination of multiple neurodevelopmental disorders that is comprised of autism, Asperger disorder, and pervasive developmental disorder not otherwise defined (American Psychiatric Association, 2013). Infants who have ASD exhibit moderate to rigorous impairments in social synergy and communication along with limited, repetitive behaviors, and defined peculiar kind of behaviors, activities, and interests typically unfolding before a child reaches three years old (Boyle, Boulet, Schieve, Cohen, Blumberg, & Yeargin-Allsopp, 2011; Dingfelder, & Mandell, 2011; Delmolino, & Harris, 2012).
Most current reports from the CDC estimates that 1 in 68 children were identified with an ASD. This data comes from the ADDM Network, which estimated the number of 8-year-old children with ASD living in 11 communities throughout the United States in 2010 (Centers for Disease Control, 2012). Comment by Pressman, Melissa Singer: This is a good start on the background, but you need to introduce your study topic as well…
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3)
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Background of the Problem The background section explains both the history of and the present state of the problem and research focus. The recommended length for this section is two-three paragraphs. |
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1. Identifies the “need,” or “defined gap” that will lead to the research problem statement in a following section. Citations from the literature in the last 5 years describe the problem as a current “need” or “gap” for further research. |
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2. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study. |
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3. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the Literature. |
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NOTE: This Background of the Problem section uses information from Point #2 (Literature Review) in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section in Chapter 2 (Literature Review) in the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as, uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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Theoretical Foundations and Review of the Literature/Themes
Autism spectrum describes a range of conditions classified as neurodevelopmental disorders in the fifth revision of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5, 2013). Features of these disorders include social deficits and communication difficulties, stereotyped or repetitive behaviors and interests, sensory issues, and in some cases, cognitive delays. Children with Asperger’s disorder or high functioning autism may not be identified until late preschool or early school age, when school personnel or others notice difficulties with peer interactions, abstract language demands, and/or behavior (Vissersa, Cohena, & Geurts, 2012). These discrepancies highlight the need for more effective early identification of young children with ASD.
The aim of this study is to develop substantive theory about how parents manage the education of their child diagnosed with an Autism Spectrum Disorder. An in-depth case study, conceptualized within the idiographic approach will be used. Case study is an in-depth investigations of a single person, group, event or community. Typically, data are gathered from a variety of sources and by using several different methods (e.g. observations & interviews). The case study method often involves simply observing what happens to, or reconstructing ‘the case history’ of a single participant or group of individuals (such as how parents manage the education of their child with ASD over time. The case study approach is useful to this research because there is a need to obtain an in-depth appreciation of the issue, event or phenomenon of interest, in its natural real-life context in “how parents manage the education of their child with ASD” over time (Yin, 2013). Comment by Pressman, Melissa Singer: You are not developing a theory. Comment by Pressman, Melissa Singer: Please take a look at how this is done in example Prospectus documents. I would expect to see a detailed discussion of the theory you will base your study on, as well as abbreviated discussions of any themes, complete with cited references and a brief description of how it relates to your study.
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Theoretical Foundations and/or Conceptual Framework This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative). Review of the Literature This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature.
The recommended length for this section is two-three paragraphs |
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1. Theoretical Foundations section identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the Background to the Problem section relates to the theory(s) or model(s). (One paragraph) |
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2. Review of the Literature Themes/Topics section: This section lists the major themes or topics related to the research topic. It provides a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature. (One or two sentences per theme/topic). |
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3. ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc. |
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NOTE: The two parts of this section use information from Point #2 (Literature Review) from the 10 Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations section is also used to help create the Advancing Scientific Knowledge section in Chapter 1. This Review of Literature Themes/Topics section is expanded upon to provide the Review of the Literature section in Chapter 2 (Literature Review). The Review of the Literature Themes/Topics section is also used to provide the basis for the Significance of the Study section in Chapter 1. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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The population will be selected from south east region of Texas comprising of thirteen parents of children with ASD
Problem Statement
It is not known how parents manage the education of their children with an autism spectrum disorder. Children with ASD have extraordinary demanding task in socialization and interaction with others (Alquraini, & Gut, 2012) due to gross neurological dysfunction which impairs the functioning of their brains. It is not known how parents manage the education of their children with an autism spectrum disorder. Corresponding to American Psychiatric Association (2013), Autism Spectrum Disorders (ASD) or Pervasive Developmental Disorders (PDD) is described as uncompromising and pervasive impairment in manifold domains of development: communication skills, reciprocal social interaction skills, or the habitual stereotyped way of life, activities and interests. As a result, the purpose of this qualitative case study is to explore and define how parents manage the education of their children with an autism spectrum disorder in North West region of ProjectAutism.org in Houston Texas. The case study approach is useful to this research because there is a need to obtain an in-depth appreciation of the issue, event or phenomenon of interest, in its natural real-life context in “how parents manage the education of their child with ASD” over time (Yin, 2013). Comment by Pressman, Melissa Singer: repeat Comment by Pressman, Melissa Singer: Is this another name for it? Do not introduce new themes or disorders. If the same, mention earlier. Comment by Pressman, Melissa Singer: Goes under Purpose
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Problem Statement This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. Comment by Pressman, Melissa Singer: None of this is mentioned. It needs to be. The recommended length for this section is one paragraph. |
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1. Presents a clear declarative statement that begins with either: “It is not known how or why…” (qualitative), or “It is not known if or to what degree/extent…” (quantitative). |
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2. Clearly describes the magnitude and importance of the problem, supporting it with citations from the literature. |
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3. ALIGNMENT: The problem statement is developed from and justified by the “need” or “defined gap” defined by the Literature that is discussed in the Background to the Problem section above. |
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NOTE: This section elaborates on Points #3 (Problem Statement) from the 10 Strategic Points. This section becomes the foundation for the Problem Statement section in Chapter 1(and other Chapters where appropriate) in the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format |
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Comments from Evaluator:
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Research Question(s) and Phenomenon
The purpose of this case study is to understand, describe, develop, and discover the central phenomenon of the study for the participants at ProjectAutism.org in Houston Texas. The researcher will ask two central questions as stated below R1 and R2 followed by no more than ten sub questions. A few sub questions succeed each general central question; the sub questions narrow the focal point of the research but leave open the questioning. This method is well within the limits set by Miles, Huberman and Saldana (2014), who recommended that investigators write no more than a dozen qualitative research questions in all (central and sub questions).
In order to achieve the intended purpose of this research, the researcher will be guided by the following questions:
Phenomenon. Curricula decisions made by parents
R1: How do parents mange the education of their child with Autism Spectrum Disorder?
R2: How does parental participation support the education of their child with Autism Spectrum?
The research will study how parents manage the education of their child with autism spectrum disorder. An empirical inquiry that investigates the phenomenon within its real-life context. In the human sphere this normally translates into gathering ‘deep’ information and perceptions through inductive interviews, discussions and participant observation, and representing it from the perspective of the research participant(s).
Alignment is an important issue in this research project because how parents manage the education of their child with autism spectrum disorder questions are derived from the research purpose. R1: How do parents mange the education of their child with Autism Spectrum Disorder further distill the purpose by more clearly focusing the research purpose, and the purpose provides clues to the type of research design (Miles, Huberman & Saldana 2014). The research questions, will be further narrowed as the project moves forward, to be clearly related to the research design. R1 and R2, are clearly aligned to sustain the research.
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Research Question(s) and/or Hypotheses This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. (2-3paragraphs) · The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study. · Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study. Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative. |
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1. Qualitative Designs: States the research question(s) the study will answer, and describes the phenomenon to be studied. or 2. Quantitative Designs: States the research question(s) the study will answer, identifies the variables, and presents the hypotheses. |
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3. ALIGNMENT: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement. |
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NOTE: This section elaborates on Points #5 (Research Questions) & #6 Hypothesis/variables or Phenomena) from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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Significance of the Study
How parents manage the education of their child with Autism Spectrum Disorders (ASD) relates to other studies in the background and problem statement because the recent public debate has focused on relatively few questions - almost exclusively on the hypothesized links between the combined measles, mumps and rubella (MMR) vaccination of bowel disorders and autism. Because of the important public health implications of any such link, several expert groups and reports have considered these particular issues in detail (Jain, Marshall, Buikema, Bancroft, Kelly, & Craig, 2015). While they acknowledge that there are interesting findings, they have found no persuasive evidence for such links. (American Psychiatric Association 2013). Comment by Pressman, Melissa Singer: I do not see how this relates.
Parents need specific training in autism education, so that children on the spectrum are able get the best help out of his or her classroom experiences (Todd, Beamer, & Goodreau, 2014). The research will contribute to the conceptual framework in the context of the strengths, concerns, values, and preferences of the child with an ASD and his or her support network. This network includes the family, the professional team, and available community resources. The project will play an important role in summarizing and synthesizing the knowledge base on ASD interventions providing parents with the most current evidence to guide intervention planning and implementation. As Pajareya, and Nopmaneejumruslers, (2011) suggests, every child is going to be different and parents have to be able to adjust with every one of them. The outcome of this research will be very relevant to the advancement of policies concerning parents trying to educate their child with ASD in United States of America. Comment by Pressman, Melissa Singer: Another topic. Should not be included here.
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Significance of the Study This section identifies and describes the significance of the study and the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. It describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research. The recommended length for this section is one paragraph. |
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1. Describes how the proposed research will contribute to the Literature, relating it specifically to other studies from the Background to the Problem and Problem Statement above. |
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2. Describes how the proposed research will contribute to the literature on the selected theory(s) or model(s) that comprise the Theoretical Foundation for the study. |
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4. ALIGNMENT: Part 1 is based on specific studies from the Background to the Problem and Problem Statements sections above and identifies how this research will contribute to that Literature. Part 2 is based on specific model(s), theory(s) or variables from the Theoretical Foundations section above and identifies how this research will contribute to the knowledge on those model(s) or theory(s). Part 3 reflects on potential practical applications of the potential research findings based on Literature in the field of practice. |
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NOTE: This section does not directly come from any section of the 10 Strategic Points. However it does build on the Background to the Problem, Problem Statement and Theoretical Foundations sections that are developed from the 10 Strategic Points. This section becomes the Significance of the Study section in Chapter 1 in the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator: |
Rationale for Methodology
The central goal of the qualitative methodology for this research is to gather an in-depth understanding of human behavior and the reasons that govern such behavior. Qualitative methods examine the why and how of decision making, not just what, where, when, or "who" (Saladana, 2012). A popular method for this qualitative research is the case study (Yin, 2013) which examines in-depth purposive samples to better understand the phenomenon (e.g., family well-being and children with intellectual disability; Glidden, (2012). It gathers information that is not in numerical form. For example, diary accounts, open-ended questionnaires, unstructured interviews and unstructured observations. Qualitative research is useful for studies at the individual level, and to find out, in depth, the ways in which people think or feel (e.g. case studies Yin, 2013). Typically, data are gathered from a variety of sources and by using several different methods (e.g. observations & interviews).
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Rationale for Methodology This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies. The recommend length for this section is one paragraph and completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B. |
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1. Identifies the specific research methodology for the study (quantitative, qualitative, or mixed). |
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2. Justifies the research methodology to be used for the study by discussing why it is the best approach for answering the research question and addressing the problem statement. Uses citations from original sources in the literature on the specific research methodology to support the arguments. (NOTE: Books such as those by Creswell, which are secondary sources summarizing others approaches to research, may not be used as sources in this section). |
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3. ALIGNMENT: The selected methodology should be justified based on the Problem Statement and Research Questions. |
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NOTE: This section elaborates on the methodology part of Point #7(Methodology and Design) in the 10 Strategic Points. This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing Chapter 3, Research Methodology. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format |
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Comments from the Evaluator:
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Nature of the Research Design for the Study
This qualitative study will use a case study research design. This ensures that the issue is not explored through one lens, but rather a variety of lenses which allows for multiple facets of the phenomenon to be revealed and understood. When the approach is applied correctly, it becomes a valuable method for health science research to develop theory, evaluate programs, and develop interventions (Hancock, & Algozzine, 2011). Case study research empowers the researcher to investigate relevant topics not readily covered by other designs. Denzin and Lincoln, (2011) argue that human learning is best researched by using qualitative data. In selecting a case study research methodology, (Yin, 2013) suggests that it is proper to select that paradigm whose assumptions are best met by phenomenon being investigated. When the understanding of an event is a function of personal interaction and perception of those in that event, and the description of the processes that characterize the event, qualitative approaches are more appropriate than quantitative designs to provide the insight necessary to understand the participants’ role in the event, and their perceptions of the experience. Comment by Pressman, Melissa Singer: Okay
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Nature of the Research Design for the Study This section describes the specific research design to answer the research questions and why this approach was selected. It describes the research sample being studied as well as the process that will be used to collect the data on the sample. The recommend length for this section is one paragraph and completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B. |
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1. Identifies the specific type of research design chosen for the study as well as a sample appropriate for the design. (e.g., Quantitative designs include descriptive/survey, correlational, causal-comparative, quasi-experimental, and experimental. Qualitative designs include case study, narrative, grounded theory, historical, and phenomenological.) Although other designs are possible, these are the designs GCU recommends doctoral learners use to help ensure a doable study. |
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2. Discusses why the selected design is the best design to address the research questions as compared to other designs. |
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3. ALIGNMENT: The selected Research Design should be justified based on the research questions as well as the hypotheses/variables (quantitative) or phenomenon (qualitative). It should also be aligned with the selected 3Research Methodology. |
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NOTE: This section also elaborates on the Design part of Point #7 (Methodology and Design) in the 10 Strategic Points . This section provides the foundation for Nature of the Research Design for the Study in Chapter 1. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from Evaluator: |
Purpose of the Study
The purpose of this qualitative case study is to explore and define how parents manage the education of their children with an autism spectrum disorder in North West region of Houston Texas. It is not known how parents manage the education of their children with an autism spectrum disorder. Children with ASD have extraordinary demanding task in socialization and interaction with others (Alquraini, & Gut, 2012) due to gross neurological dysfunction which impairs the functioning of their brains. It is not known how parents manage the education of their children with an autism spectrum disorder. Due to the in-depth nature of the interviews, a range of 10 parents will be selected to participate or until phenomenon under study saturation is reached.
The case study approach is useful to this research because there is a need to obtain an in-depth appreciation of the issue, event or phenomenon of interest, in its natural real-life context in “how parents manage the education of their child with ASD” over time (Yin, 2013). In order to achieve the intended purpose of this research, the researcher will be guided by the following questions: Phenomenon. Curricula decisions made by parents. In the early days equity and partnership was difficult to achieve as schools started out in the dominant position as a result, parents individually or collectively are rarely involved in curriculum decisions and when involved serve in an advisory capacity only when developing Individual Education Plan for the child (IDEA, 2012).
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Purpose of the Study The purpose statement section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The recommend length for this section is one paragraph. |
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1. Presents a declarative statement: “The purpose of this _______study is….” that identifies the research methodology, research design, target population, variables/groups (quantitative), or phenomena (qualitative) to be studied, and geographic location. It often includes a version of the Problem Statement as a way to define the phenomenon or variables/hypotheses. |
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2. ALIGNMENT: The Purpose Statement includes: Research Methodology, Research Design, and Problem Statement from the previous sections. It also includes the target population, which should be of sufficient size to provide a large enough sample to complete the study and provide significant (quantitative) or meaningful (qualitative) results. |
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NOTE: This section elaborates on Points #8 (Purpose Statement) in the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study in Chapter 1 of the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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Sources of Data
A case study is an in-depth empirical investigation of the situation to understand and answer the how and why questions pertaining to the phenomenon of how parents manage the education of their child with ASD in order to gain a holistic view, observe the situation and gather valuable insights from parents to explore the phenomena. The research design in the study includes the collection of data and analyzing it to meet the research objectives through concerned data collection methods and techniques which takes the following aspects in consideration: to devise the relevant questions upon which the study proceeds, to identify what data is relevant, to have a clear idea of what data is to be collected and finally to analyze the given data according the research problem (Andres, 2012). Comment by Pressman, Melissa Singer: What data instruments will you be using?
Data Collection methods
The data collection process in this study revolves around these research questions R1: How do parents mange the education of their child with Autism Spectrum Disorder? R2: How does parental participation support the education of their child with Autism Spectrum? In general, primary or secondary data pertaining to these research questions will be used as a mode of data collection process. These data’s will be collected from parents of children with ASD who are chosen to participate in the study. As in any typically case studies, this research questions draw on multiple sources of data. Each source has its strengths and its weaknesses, and the richness of the data source base is derived largely from multi-facetted perspective yielded by using different sources of evidence (Baškarada, 2014). Yin, (2013) proposed whichever sources of evidence used, there are three key principles of data collection that need to be observed: Triangulation, Case Study Database and Chain of Evidence.
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Data Collection Procedures This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that another researcher could replicate the study. Comment by Pressman, Melissa Singer: This section describes the logistics of how you will do the study.
NOTE: It is recommended that the researcher get written approval (or at the very least unofficial approval) to conduct their research study in their selected organization. Ensure the person (who is usually a school superintendent, school boards, or corporate officer) providing approval is authorized by the organization to grant approval for research. Do not assume your organization will allow you to collect data since many organization do not allow research to be completed within the organization. The recommended length for this section is two paragraphs. |
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1. Defines the target population and the expected sample size, which comprises the people or organizations being studied , as defined in the problem statement. For quantitative studies, it justifies why the target population and expected sample size (final number of people or organizations being studied for which data will be collected) is large enough to produce statistically significant results (quantitative) or meaningful results (qualitative). |
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2. Provides an overview the proposed step-by-step procedure to collect data using the tools, instruments, or databases from the section above. Includes the steps (e.g., obtaining initial informed consent from participating organization; IRB review; sample selection; groupings; protecting rights/well-being; maintaining data security; sample recruitment; data collection instruments and approaches; field testing instruments; notifying participants; collecting the data, etc.) in a way another researcher can replicate the study. Steps may be provided in a list format. |
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3. ALIGNMENT: Shows the steps and approach to collect data for each and every data source identified in the Instrumentation or Sources of Data section. Defines the sample as the set of people or organizations being studied for which data will be collected. The sample size must be correct for the type of design selected to get statistically significant (quantitative) or meaningful (qualitative) results. |
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NOTE: This section elaborates on Points #4 (Sample and Location) and #9 (Data Collection) in the 10 Strategic Points . This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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Data Collection Procedures
The population for this study will be selected from the southeast region of the United States. An email will be sent out from ProjectAutism .org data base to share with anyone who might be interested in Research Opportunity for Parents of Children with Autism Spectrum Disorders how they manage the education of their child.
Parents of Children Diagnosed with Autism Spectrum Disorder between 3 to 15 years of age, who exhibit unusual behavior due to the difficulties they have responding to their environment. Display high levels of vocal stereotypy that leads to communication failure. Repetitive body movements such as pacing, twisting, spinning or hand flicking. Can attend sessions 2- 5 days a week. Due to the in-depth nature of the interviews, a range of 10 parents will be selected to participate or until phenomenon under study saturation is reached
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Data Collection Procedures This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that another researcher could replicate the study.
NOTE: It is recommended that the researcher get written approval (or at the very least unofficial approval) to conduct their research study in their selected organization. Ensure the person (who is usually a school superintendent, school boards, or corporate officer) providing approval is authorized by the organization to grant approval for research. Do not assume your organization will allow you to collect data since many organization do not allow research to be completed within the organization. The recommended length for this section is two paragraphs. |
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4. Defines the target population and the expected sample size, which comprises the people or organizations being studied , as defined in the problem statement. For quantitative studies, it justifies why the target population and expected sample size (final number of people or organizations being studied for which data will be collected) is large enough to produce statistically significant results (quantitative) or meaningful results (qualitative). |
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5. Provides an overview the proposed step-by-step procedure to collect data using the tools, instruments, or databases from the section above. Includes the steps (e.g., obtaining initial informed consent from participating organization; IRB review; sample selection; groupings; protecting rights/well-being; maintaining data security; sample recruitment; data collection instruments and approaches; field testing instruments; notifying participants; collecting the data, etc.) in a way another researcher can replicate the study. Steps may be provided in a list format. |
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6. ALIGNMENT: Shows the steps and approach to collect data for each and every data source identified in the Instrumentation or Sources of Data section. Defines the sample as the set of people or organizations being studied for which data will be collected. The sample size must be correct for the type of design selected to get statistically significant (quantitative) or meaningful (qualitative) results. |
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NOTE: This section elaborates on Points #4 (Sample and Location) and #9 (Data Collection) in the 10 Strategic Points . This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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Data Analysis Procedures
Recording will be done concurrent with data collection if possible, or soon afterwards, so that nothing gets lost and memory doesn’t fade. The investigator should collect by gathering together information from all sources and observations. Make photocopies of all recording forms, records, audio or video recordings, and any other collected materials, to guard against loss, accidental erasure, or other problems. Organizing data in ways that make them easier to work with.
The final advance preparation step is to select a pilot site and conduct a pilot test using each data gathering method so that problematic areas can be uncovered and corrected. Researcher need to anticipate key problems and events, identify key care givers, prepare letters of introduction, establish rules for confidentiality, and actively seek opportunities to revisit and revise the research design in order to address and add to the original set of research questions curricula decisions made by parents. R1: How do parents mange the education of their child with Autism Spectrum Disorder? R2: How does parental participation support the education of their child with Autism Spectrum?
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Data Analysis Procedures This section describes how the data were collected for each variable or group (quantitative study) or for each research question (qualitative study). It describes the type of data to be analyzed, identifying the descriptive, inferential, and/or non-statistical analyses. Demonstrates that the research analysis is aligned to the specific research design. The recommend length for this section is one paragraph AND completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B. |
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1. Describes the analysis to examine each stated research question and/or hypothesis. For quantitative studies, describes the analyses including the inferential and/or descriptive statistics to be completed. For qualitative studies, describes the specific analytic approach appropriate for the Research Design and each research question to be completed. In qualitative research the different research questions may require different approaches to doing qualitative data analysis, as well as descriptive statistics. |
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2. ALIGNMENT: For qualitative studies, there is a clear and obvious alignment between each research question, data to be collected, tool or data source, as well as data analysis to understand/explain the phenomenon. For quantitative studies, there is a clear and obvious alignment between each variable, data to be collected, instrument or data source, as well as data analysis for each hypothesis. |
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NOTE: This section elaborates on Point #10 (Data Analysis) from the 10 Strategic Points. This section provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal.
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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Ethical Considerations
Researchers must recognize and appreciate the ethical dimensions of research with human by their very nature. Surveys and structured interviews have to be designed before the research process starts. These two types of research method typically use closed questions where parents must choose from pre-defined options, most of the potential answers to questions are known in advance. From an ethical perspective, this makes it easier to get informed consent from parents because most aspects of the survey and structured interview process are fairly certain (NIH, 2012).
When writing the report, remove identifying information, such as names and addresses, as soon as the data are tabulated to ensure that the parents of the study that were interviewed or observed will not be embarrassed by the research. Recruitment of parents with an autistic child will be recruited through Project Autism. Recruitment notice will be posted on the notice board of Project Autism, and e-mails sent out to parents. The letter will explain the purpose of the research, and provide a brief description of the nature and extent of involvement, e.g., duration of participation and study procedures.
Researcher must submit a Site Authorization Application which abides by all the rules and regulations of the application. Researcher need to anticipate key problems and events, revisit and revise the research design in order to address and add to the original set of research questions curricula decisions made by parents. R1: How do parents mange the education of their child with Autism Spectrum Disorder? R2: How does parental participation support the education of their child with Autism Spectrum?
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Criteria (Required Components): score 0-3 |
Learner Self-Evaluation Score (0-3) |
Chair or Reviewer Evaluation Score (0-3) |
Methodologist or Reviewer Evaluation Score (0-3) |
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Ethical Considerations This section discusses the potential ethical issues surrounding the research, as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed. The recommended length for this section is one paragraph. |
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1. Discusses potential ethical concerns that might occur during the data collection process. |
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2. Describes how the identities of the participants in the study and data will be protected. |
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3. Describes subject recruiting, informed consent and site authorization processes. |
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4. ALIGNMENT: Ethical considerations are clearly aligned with, and relate directly to the specific Data Collection Procedures. This section also identifies ethical considerations related to the target population being researched and organization or location as described in the Purpose Statement section. |
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NOTE: This section does use information from any of the 10 Strategic Points. This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal. |
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NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format. |
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Comments from the Evaluator:
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References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Alquraini, T. & Gut, D. (2012). Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. International Journal of Special Education. Vol. 27, No: 1
Amendah, D., Grosse, S.D., Peacock, G., & Mandell, D.S. (2011). The economic costs of autism: A review. In D. Amaral, D. Geschwind, & G. Dawson (Eds.), Autisms (pp. 1347-1360). Oxford: Oxford University Press.
Andres, L. (2012). Designing and Doing Survey Research: Survey research from a mixed methods perspective. London: Sage.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Baškarada, S. (2014). Qualitative Case Study Guidelines. Defense Science and Technology Organization, Melbourne Australia. The Qualitative Report 2014 Volume 19, How to Article 24, 1-18 http://www.nova.edu/ssss/QR/QR19/baskarada24.pdf
Boyle, C.A., Boulet, S., Schieve, L.A., Cohen, R.A., Blumberg, S.J., & Yeargin-Allsopp, M, (2011). Trends in the prevalence of developmental disabilities in US children, 1997– 2008.
Center for Disease Control, (2012). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network, 14 sites, United States, 2008. MMWR 61(No. SS03):1–19.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. Thousand Oaks: Sage Publications.
Dingfelder, H.E. & Mandell, D.S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41(5), 597-609.
Glidden, L. M. (2012). Family well-being and children with intellectual disability. In J. A. Burack, R. M. Hodapp, G. Iarocci & E. Zigler (Eds.), The Oxford handbook of intellectual disability and development (pp. 303-317). Oxford, UK: Oxford University.
Hancock, D. R. & Algozzine, B. (2011). Doing Case Study Research: A Practical Guide for Beginning Researchers, Second Edition. New York: Teacher’s College Press. 106p. ISBN: 0807752681.
IDEA, (2012). The Manual for Parents and Students about Special Education Services in Texas. Revised and Updated September 2011. A Joint Project of The Arc of Texas. DisabilityRights Texas. www.DisabilityRightsTx.org.
Jain, A., Marshall, J., Buikema, A., Bancroft, T., Kelly, J.P., Craig, J. (2015). Newschaffer. Autism Occurrence by MMR Vaccine Status among US Children with Older Siblings with and Without Autism. JAMA, 2015 DOI: 10.1001/jama.2015.3077
Laxman, D.J., McBride, B.A., Jeans, L.M., W. Dyer, W.J., Santos, R.S., Kern, J.L., Sugimura, N., Curtiss, S. L. & Weglarz-Ward, J. M. (2014). Father Involvement and Maternal Depressive Symptoms in Families of Children with Disabilities or Delays. Maternal and Child Health Journal. 19 (5): 1078 DOI: 10.1007/s10995-014-1608-7
Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Thousand Oaks, CA: Sage Publications.
NIH (2012). Policies and Procedures for Promoting Scientific Integrity. NIH Policies and Procedures for Promoting Scientific Integrity. National Institutes of Health Office of the Director.
Pajareya, K., & Nopmaneejumruslers, K. (2011). A pilot randomized controlled trial of DIR/Floortime parent training intervention for pre-school children with autistic spectrum disorders. Autism, 15(5), 563-577. doi: 10:1 177/1362361310386502.
Saladana, Johnny (2012). The Coding Manual for Qualitative Researchers. Sage. ISBN 1446247376.
Salkind, N.J. (2013). Statistics for People Who (Think They) Hate Statistics (Salkind, Statistics for People Who(Think They Hate Statistics(Without CD)) 5th Edition. ISBN-13: 978-1452277714
Stephenson, J., & Carter, M. (2015). Improving educational planning for students with severe disabilities: An evaluation of school-based professional learning. Australasian Journal of Special Education, 1-13. doi:10.1017/jse.2015.2
Thornberg, R., and Charmaz, K. (2012). Grounded theory. In Qualitative research: An introduction to methods and designs. Edited by S. D. Lapan, M. T. Quartaroli, and F. J. Riemer, 41–67. San Francisco, CA: Jossey-Bass.
Todd, T.A.; Beamer, J. & Goodreau, J. (2014). Bridging the Gap: Teacher-Parent Partnerships for Students Withwith Autism Spectrum Disorder. LEARNing Landscapes | Vol. 8, No. 1, Autumn 2014 | 287
Vissersa, M. E., Cohena, M.X. & Geurts, H. M.(2012). Brain connectivity and high functioning autism: A promising path of research that needs refined models, methodological convergence, and stronger behavioral links. Neuroscience & Biobehavioral Reviews. Volume 36, Issue 1, Pages 604–625
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Weber, J. & Cheng, J. (2013). Making the Most of Ethnographic Research. When employed to its full potential, field research done in unique user environments can uncover opportunities to innovate customer experience. UX Magazine. Article No :1066.
Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S. & Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. Retrieved from http://nsuworks.nova.edu/tqr/vol20/iss2/12
Yin, R. K. (2013). Case study research: Design and methods. Thousand Oaks, Calif: Sage Publications.
Zwaigenbaum , L., Bryson, S. & Garon, N. (2013). Early identification of autism spectrum disorders. Behavioural Brain Research. Volume 251, 15. Pages 133–146
Appendix A
The Ten Strategic Points
Topic
How parents manage the education of their child with an Autism Spectrum Disorder.
Problem Statement
Children with ASD have exceptional challenge in socialization and communication with others (Pringle, Colpe, Blumberg, Avila, & Kogan, 2012) due to gross neurological disorder which affects the functioning of the brain.
Purpose of the Study
The aim of this study is to develop considerable theory about how parents manage the education of their child diagnosed with an Autism Spectrum Disorder. A series of in-depth case studies, conceptualized within the social theory of symbolic interaction, will be used to generate thick description and explanation.
Case study research allows you to examine relevant topics not readily covered by other methods. Conversely, other arrangements cover several topics better than does case study research. The overall concept is that various research methods serve equivalent functions. The unique nature of this study lends itself in utilizing the case study method arises from at least two circumstances. Yin, (20142013), asserts the case study method is crucial when your research addresses either a descriptive question (what happened?) or an explanatory question (why or how did something occur?); in contradiction, a well-designed research is required to begin inferring causal relationships (e.g., whether a new education intervention program had enhanced student performance), and a survey may be beneficial at telling you how frequently something has occurred.
Second, you may want to clarify an exigent circumstance, to get a close (i.e., in-depth and first-hand) perception of it. The case study approach encourages you to make straightforward, direct observations and gather data in natural settings, contrasted to relying on “acquired” data (Yin, 20142013)—e.g., test results, parents, school and other statistics preserved by government agencies, and answers to questionnaires. For example, education audiences may need to understand a coping strategy which had done an exceptionally great job, or about a favorable (or unfavorable) intervention with undesirable outcomes (e.g., untrained special education teacher), or about everyday life in a self-contained classroom. You could use other methods, but the case study method will go far in serving your needs in providing a suitable occasion for the researcher to procure a profound holistic perspective of the research problem, and may facilitate describing, interpreting and describing a research situation or problem.
The proposed study will make several substantial and original contributions to knowledge: This study will develop substantive exploratory analysis in an area where no such theory presently exists. The theory will lead to an understanding and explanation of the situation faced by parents trying to educate their child with an ASD. The theory will be relevant to the development of policies concerning parents trying to educate their child with ASD. This study will provide a unique, exploratory analysis of quantifiable variable faced when trying to educate a child with ASD.
Research Questions
The three central principles of symbolic interactionism guide the initial set of general questions outlined below. The central question is a comprehensive question that asks for an exploration of the central phenomenon or concept in this study. The researcher poses this question, consistent with the emerging methodology of qualitative research, as a broad issue so as to not limit the questioning. To arrive at this question, ask, RQ1. How Autism Spectrum Disorder impact parents managing their child’s education? RQ2. What extent does parental participation help when trying to educate their child with an ASD?
Hypothesis/Variables or Phenomena
The intent is to investigate the complex set of circumstances encompassing the central phenomenon and present the various perspectives or meanings that participants hold. The researcher will ask two central questions as mentioned above R1 and R2 followed by no more than ten subquestions. A few subquestions succeed each general central question; the subquestions narrow the focal point of the research but leave open the questioning. This method is well within the limits set by Miles, Huberman and Saldana (2014), who recommended that investigators write no more than a dozen qualitative research questions in all (central and subquestions). The subquestions, in turn, will become explicit questions employed during interviews (or in discerning or when looking at documents). In developing an interview guide or protocol, the researcher might ask an ice breaker question at the start, for instance, followed by nine or so subquestions in the study. The interview would then end with an additional wrap-up or summary question or ask, “Who should I turn to, to learn more about how parents manage the education of their child with ASD over time?” (Marshall, & Rossman, 2014).Creswell, 2013).
Literature Review
Research on the social repercussions on households possessing a child with an ASD has attested that the child’s comportments can be a continuous origin of mental stress to both siblings and caregivers.
The emotional distress endured by parents has an opposite correlation with the educational development of their offspring with an ASD. Investigation into relevant academic options for parents is compounded by the disparateness of the ailment and present at the same time, place and pathological process that occurs simultaneously with other contingencies that may also manifest along with the ASD determination.
Woods, Mahdavi, and Ryan, (2013) concurred that a decade of research into efficient academic practices for students with ASD divulged six suitable practice core components: personalized services and supports for students and parents; well-organized instruction, structured/comprehensible learning settings, specially designed curriculum content, practical approach to difficult behavior; and family entanglement. There is inadequate study regarding incorporation of students with an ASD in a mainstream classroom. This study has unearthed that a few students with ASD gain more from partially or completely segregated classrooms depending upon their personal characterization, advancement and the educational circumstances they must negotiate with or without assistance.
Study into education of students with ASD in secondary school settings has revealed that the most striking peculiarities of the student’s autism are stressed during adolescent years, which can alleviate severe academic and social difficulties.
Scanty research has been carried out on the study beyond the level of secondary education conditions of students with ASD. Students with general learning disabilities, psychiatric maladies, tertiary research has been affirmed to be extremely challenging. Anxiety and depression are usually reported anxieties. A pluralist approach understands ASDs as involving a variant range of cascading disrupted processes. (Chao, (2011; Gallagher, & Varga, (2015). ). The more complicated the requirements of the university experience is, usually result in worsening the student’s education, conversation and social interplay difficulties. These students frequently display a paucity of comprehension of their personal education requirements, inadequacy self-advocacy, abilities and appear uncomfortable about revealing their circumstances because of potential stigmatization; all of which conflict with their capacity to solicit assistance. As a result, it is appropriate for this researcher to generate longitudinal ethnographic study which gives an insider viewpoint and theory to describe in what manner parents cope with the education of their child with ASD over some period.
Methodology and Design
This study will be carried out in a sequence of case studies appraised by a series of in-depth case studies, conceptualized within the social theory of symbolic interaction, to generate thick description and explanation. This is an approach to research involving this researcher to contact participants in their natural setting to answer questions related to how the participants manage the education of their child with an Autism Spectrum Disorder. The study will form a concept within the framework of sociological theory of interactionism and will together employ autoethnographic and ‘constructivist’ grounded theory approaches to accomplish the twofold purpose of explaining: (a) theory describing how American parents handle the education of their child with ASD over a period of time. (b) An authoritative, reliable and in-depth comprehension of how American parents handle the education of their child with ASD over a period of time.
We need to know why the questions used in them are being asked, instead of just focusing on the data they generate.
Sample and Location
The population was will be selected from south east west region of United States where Project Autism operates in Houston Texas. An online statistical calculator was used to determine an appropriate sample size. In the school district where the study will be conducted, there are approximately 65 total high students with ASD. Therefore the sample size needed from this population for this study is 56 with a confidence level of 95% (showing significant at α =.05 level). The 95% confidence level means that the researcher can be 95% certain of the respondent results.
Data Collection
The researcher will use case study technique where parents are capable of presenting their particular circumstances candidly as to how they deal managewith the education of their child with ASD over time. Interviews will be carried out as active intercommunication between two (or numerous) families leading to concerted, contextually based results (XuMengxuan, & Storr, 2012). Questions will be open-ended, and a moderately unstructured interviewing method will be utilized. The researcher will solicit consent to tape record such gatherings and participants will be given a consent form as well as semi-structured interview design antecedent in order for them to be contemplative about their acknowledgments.
The use of multiple real-life cases to examine in depth and which instruments and data gathering approaches to use will be employed. Data collected will be qualitative, and carefully selected tools to collect data will include surveys, interviews, documentation review and observation in order to increase the validity of the study. Careful discrimination at the point of selection will help erect boundaries around the case.
Data Analysis
The analyses stage will rely on theoretical propositions and other strategies, considers and employs analytic techniques, explores rival explanations, and displays data (facts) apart from interpretations (Yin, 20142013). The research will aim towards analytical generalization, as opposed to statistical generalization usually aimed at in quantitative studies. Analytical generalization involves the extraction of abstract concepts from each unit of analysis (Yin, 20142013). These abstract concepts should link to the theoretical foundations and be potentially applicable to other cases. It is important to note that even purely quantitative studies presuppose some qualitative knowledge; otherwise, the numbers would be meaningless (Onwuegbuzie, Leech, & Collins, (2012).
References
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th TR ed.) Washington, DC : American Psychiatric Association.
Carver, C. S. (1997). Brief COPE. International Journal of Behavioral Medicine, 4(1), 92-100.
Chao, R. (2011). Managing Stress and Maintaining Well-Being: Social Support, Problem-Focused Coping, and Avoidant Coping. Journal of Counseling and Development: JCD.
Gallagher, S. 1. & Varga, S. (2015). Conceptual issues in autism spectrum disorders. Curr Opin
Psychiatry. 28(2):127-32. doi: 10.1097/YCO.0000000000000142.
Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational Research: Competencies for
Analysis and Applications Grantham, T. C. (2004a). Multicultural mentoring to increase Black male representation in gifted programs. Gifted Child Quarterly, (48), 232-245.
Jie, C., Shih-Lung, S., Hongbo, Y., Feng, L., Yanwei, C., & Qinglei, J. (2011). Exploratory data analysis of activity diary data: a space–time GIS approach. Journal of Transport Geography 19. 394–404
Jordan, R. (2005). Managing autism and Asperger’s syndrome in current educational provision.
Pediatric Rehabilitation, 8, 2, 104-112.
Kim, Y.S., Leventhal, B.L., Koh, Y.J., Fombonne, E., Laska, E., Lim, E.C., Cheon, K.A., Kim, S.J., Kim, Y.K., Lee, H., Song, D.H. & Grinker, R.R. (2011). Prevalence of autism spectrum disorders in a total population sample. Am J Psychiatry. 168(9):904-12. doi: 10.1176/appi.ajp.2011.10101532.
Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
Moss, J., & Howlin, P. (2009). Autism spectrum disorders in genetic syndromes: implications for diagnosis, intervention and understanding the wider autism spectrum disorder population. Journal of Intellectual Disability Research. Volume 53, Issue 10, pages 852–873, October 2009
National Institute of Mental Health. (2010). Autistic spectrum disorders (Pervasive Developmental Disorders). Retrieved from http://www.nimh.nih.gov/health/publications/autism/ complete-index.shtmlOnwuegbuzie, A. J., Leech, N. L. & Collins, K. M. T. (2012). The Qualitative Report 2012 Volume 17, Article 56, 1-28. http://www.nova.edu/ssss/QR/QR17/onwuegbuzie.pdf. Qualitative Analysis Techniques for the Review of the Literature.
Pringle, B., Colpe, L.J., Blumberg, S.J., Avila, R.M., & Kogan, M.D. (2012). Diagnostic history and treatment of schoolaged children with autism spectrum disorder and special health care needs. NCHS Data Brief, 97, 1–8.
Woods, A. G., Mahdavi, E. & Ryan, J. P. (2013) Treating clients with Asperger’s syndrome and autism. Child and Adolescent Psychiatry and Mental Health20137:32. DOI: 10.1186/1753-2000-7-32
Xu, M. A. & Storr, G. B. (2012). Learning the concept of researcher as instrument in qualitative
Research. Article in Qualitative Report 17(21) ·
Yin, R. K. (2013). Case study research: Design and methods. Sage publications.
Conceptual issues in autism spectrum disorders. Curr Opin Psychiatry. 2015 Mar;28(2):127-32. doi: 10.1097/YCO.0000000000000142.
Gallagher S1, Varga S.
Appendix B
Variables/Groups, Phenomena, and Data Analysis
Instructions: Complete the applicable table to assist with your research design. Use Table 1 for quantitative studies. Use Table 2 for qualitative studies. Use both tables for mixed method studies. This table is intended to define how you will collect and analyze the specific data for each research questions (qualitative) and each variable (quantitative). Add additional rows to your table if needed.
Table 1
Qualitative Studies
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Research Questions: State the Research Questions that will be used to collect data to understand the Phenomenon being studied |
Phenomenon: Describe the overall phenomenon being studied by the research questions |
Sources of Data: Identify the specific approach (e.g., interview, observation, artifacts, documents, database, etc.) to be used to collect the data to answer each Research Question |
Analysis Plan: Describe the specific approach that will be used to (1) summarize the data and (2) analyze the data. |
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1. RQ1. How Autism Spectrum Disorder impact parents managing their child’s education? 2. RQ2. What extent does parental participation help when trying to educate their child with an ASD? |
In the recent years, there has been an increase in the prevalence of Autism Spectrum Disorder (ASD). The emotional toll that stems from parenting a child with ASD is created from basic interaction with an average child, but what if the child is not average or has a disability? Children with an autism spectrum disorder (ASD) have many exacerbated behaviors that can enhance a parent’s frustration. Regrettably, the results of the research have not manifested in substantial improvements in the circumstances. Discovering methods of dealing with the educational process is dire. As stated, the number of children with ASD is on the rise (Frieden, Joffe, Cono, Richards, & Iademarco, 2014), and school officials and teachers will be challenged to adequately serve this growing population. Since current research does not provide an adequate response to the issue, this study will serve to explore this essential feature. One source of expertise, and also anxiety, may be parental involvement. |
Data serve as the foundation for a research study. In this qualitative research, the relevant data will be derived from four field-based activities: interviewing, observing, collecting and examining (materials), and feeling. In doing interviews, the contrast between structured and qualitative interviews will draw special attention. Structured Interviews, Focus Group Interviewing as a Method of Collecting Data. Triangulating Observational Evidence with Other Sources. Deriving Meaning from Observations, and Triangulating, Observational Evidence with Other Sources. Collecting and examining compilation of accumulated objects (documents, artifacts, and archival records) related to the study topic. The study will use documents to complement Field Interviews and Conversations as well as recording.
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Specific techniques, such as making constant comparisons, being especially alert to negative instances, developing rival explanations, and continually posing questions about the data and to self as the researcher proceed analytically. Keeping, organizing, and reviewing methodological notes or memos about the analytic process at frequent times will be used. Compiling Data is next step. The first phase is compiling by putting them in some order as a database. The second phase calls for breaking down the compiled data into smaller fragments or pieces, which may be considered a Disassembling procedure. The disassembling procedure will be repeated many times as part of a trial-and-error process of testing codes. Reassembling Procedure is the third phase will be considered. The rearrangements and recombinations will be facilitated by depicting the data graphically or by arraying them in lists and other tabular forms. The fourth is Reassembling Material phase involving using the reassembled material to create a new narrative, with accompanying tables and graphics where relevant, that will become the key analytic portion of the draft manuscript. The fifth and final phase is Concluding. It calls for drawing conclusions from the entire study relating to the interpretation in the fourth phase and through it to all of the other phases of the cycle.
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