For this Assignment, you will apply your knowledge and skills relative to experimental, quasi-experimental, and correlational research approaches to the development of a presentation for community members.

To prepare:

· Review all module Learning Resources. Pay particular attention to the characteristics of experimental, quasi-experimental, and correlational research designs. Think about how you might communicate the similarities and differences of each design to community stakeholders.

· Consider the following scenario:

A special education committee in your school district is interested in studying the effectiveness of a particular intervention. You have been asked to create a presentation to provide the committee with background information on the three types of quantitative studies they could use to study this intervention. Additionally, your presentation needs to compare the approaches for the committee in a concise, accurate, and meaningful way.


Create a 12–15 slide presentation (e.g., PowerPoint, Prezi, etc.) to inform a special education committee at your school district that is interested in studying the effectiveness of an intervention about the three quantitative research designs (i.e., experimental, quasi-experimental, and correlational). Consider the following as you develop your presentation:

· How do the designs differ?

· What elements do the designs share?

· What does each design contribute to the field of special education?

· How could validity threats be minimized for each of the designs?


Cite and compare experimental, quasi-experimental, and correlation study examples that further highlights each of these methodologies for your audience.

Support your presentation with specific reference to the Learning Resources, outside resources, and personal experience.

Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments.

Note: Since you will not be presenting your work in class, you may use the Notes feature to script out commentary for each slide or develop a narrated presentation.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage.

  • Chapter 22, “The Applied Science of Special      Education: Quantitative Approaches, the Questions They Address, and How      They Inform Practice”(pp. 369–388)

    Focus on quantitative designs and why they are key for      research in the field of SPED

Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.

  • Chapter 6, “Quantitative Research Designs”      (pp.136–152)

    Focus on the spectrum of relationship and descriptive studies.      Note correlational designs and causal comparative studies. Develop an      understanding of surveys, case studies, program evaluation, archival      research, longitudinal studies, empirical literature reviews, and      meta-analysis.

Consult the following readings for work on your Course Project Component Assignment during this module:

O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

  • Chapter 6, “Withdrawal and      Reversal Designs” (pp. 79–98)

    Focus on the range of designs, beginning with the A-B and      progressing to reversal designs. Pay particular to the various adaptations      to reversal designs. Review approaches when comparing two or more      interventions, or two or more groups.

  • Chapter 7, “Multiple Baseline and Multiple      Probe Designs” (pp. 99–116)

    Focus on approaches to design that support measuring the      acquisition of new skills. Reflect on options when returning to a baseline      rate may be unethical. Consider the characteristics of multiple baseline      and multiple probe designs.

Aditional Resources

Although every Additional Resource is not required reading, it is highly recommended that you read all of the Additional Resources. Be sure to make note of the Additional Resources which align with the content and focus of Discussions and Assignments.

Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.


Iftar, E. T., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory & Practice, 11(1), 375–381.

Retrieved from the Walden Library databases.

Focus on the description of the time delay procedure. Compare procedures for comparing treatments. Review the adapted alternating treatment design.

Thurston, L. P., & Navarette, L. A. (2011). Rural, poverty-level mothers: A comparative study of those with and without children who have special needs. Rural Special Education Quarterly, 30(1), 39–46.

Retrieved from the Walden Library databases.

Focus on the differences in demographics, school experience, social support, and school involvement. Review differences by marital status. Reflect on differences in retention, special needs reports, homework, and writing notes to teachers.

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on self-determination. Exceptional Children, 78(2), 135–153.

Retrieved from the Walden Library databases.

Focus on the approach to this group-randomized, modified equivalent control group design. Note the use of multiple measures. Pay specific attention to the interpretation of findings.

Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), 89–106.

Retrieved from the Walden Library databases.

Focus on reading growth trajectories. Consider the extent to which reading achievement increased with age. Recognize the characteristics of a longitudinal study.


Mautone, J. A., DuPaul, G. J., Jitendra, A. K., Tresco, K. E., Junod, R. V., & Volpe, R. J. (2009). The relationship between treatment integrity and acceptability of reading interventions for children with attention-deficit/hyperactivity disorder. Psychology in the Schools, 46(10), 919–931.

Retrieved from the Walden Library databases.

Focus on the relationship between treatment integrity and acceptability. Note the two consultation models. Pay particular attention to the relationship between reading interventions and ADHD.

Williamson, R. L., Robertson, J. S., & Casey, L. B. (2010). Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities. Journal of Vocational Rehabilitation, 33(2), 101–111.

Retrieved from the Walden Library databases.

Focus on the interacting variables. Study the correlating characteristics. Read about the links to employment and postsecondary education.

Required Media

Laureate Education (Producer). (2012). The multiple baseline design [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

In this media program, Dr. Terry Falcomata explains the Multiple Baseline Design.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript