This course provides study and analysis of assessment, instrumentation, and evaluation of special education research. A primary focus is on data-driven decision making, evaluating research methods, analyzing results, and examining evidence-based practices.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
The purpose of this course is to emphasize the reliability and validity of research instruments, and evaluate research methodology to inform future research and programming for an individual with special needs. This course provides candidates with the skills to systematically collect, analyze, and synthesis special education research, as well as identify and evaluate evidence-based practice.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Implement valid research-based assessment measures to facilitate and assess learning as well as behavioral interventions for individuals with disabilities.
- Assess and evaluate special education research using methods of best practice.
- Determine if research variables are operationally defined, and research instruments are reliable and valid.
- Investigate single-subject research designs and applied behavior analysis used to study behavioral change in individuals or small groups.
- Utilize data-driven decision making and evidence-based practices to inform special education programming and instruction for individuals with disabilities.
- Apply a biblical worldview to the analysis and evaluation of literature, readings, and research in special education.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Candidate Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt in each discussion. Each thread must be at least 400 words, include 2 sources, 2 separate in-text citations in current APA format, and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be at least 200 words and include 1 in-text citation in current APA format. (MLO: A, B, C, D, E, F)
Quality Indicator Analysis
Using the assigned readings found in the Learn section, the candidate will read and analyze the quality indicators presented by the Council for Exceptional Children. The candidate will then complete the provided template. Each section of the template must be at least 200 words and incorporate 1 citation from a scholarly journal. The candidate must provide a title page, a reference page, and a word count for each section. (MLO: A, B, C)
Research Design (3)
Using the assigned readings found in the Learn section, the candidate will complete the Research Design Template for Quantitative, Qualitative, and Single-Subject methodologies. The template will include definitions, purpose, characteristics, quality indicators, strengths, weaknesses, and critical issues. the candidate will read and synthesize information about the identified research methodology.
Assessment Professional Interview
The candidate will interview an Assessment Professional via phone, WebEx, or face-to-face meeting. The assignment submission must include the interview questions and a typed summary of interviewee’s response to each question. (MLO: A, E)
Check for Understanding
The candidate will complete the “Check for Understanding” activity at located at the research to inform practice website. The quiz will cover the Learn sections from the first 5 Module: Weeks. It will be open-book/open-notes, and will contain multiple choice and true/false questions. The quiz must be taken until 95% mastery is achieved. A PDF showing the completed quiz must be submitted. (MLO: A, B, C, D)
Quality Indicator Coding Matrix
For this assignment, the candidate will complete a Coding Matrix Question Assignment and evaluate 2 research articles (quantitative and single-subject). The candidate will then complete the quality indicator matrix using two of the articles from the list provided in the assignment instructions. All areas of the matrix must be completed. (MLO: A, B, C, D)
Personalized Research and Assessment Glossary
Throughout this course, the candidate will develop a Personal Research and Assessment Glossary where the candidate will use the provided template to record important or unfamiliar words, topics, and concepts. This glossary is to be completed throughout the course and will require the candidate to identify, define with personal meanings, understand terminology, utilize scholarly resources, as well as, serve as a diagnostic self-monitoring tool. The glossary will represent the candidate’s journey throughout this course.
The candidate will answer questions found in the Course Reflection Template. This assignment will require the candidate to reflect on the knowledge, concepts, and skills learned throughout the course, then analyze their importance. The candidate will further synthesize how he/she can utilize the course information and discuss what more he/she need to learn. At least 800 words are required. (MLO: A, B, C, D, E, F)
Data-Based Decision-Making Presentation
For this assignment, the candidate will create a PowerPoint presentation from the perspective of an administrator or leader in the field of education to be presented to pre-service or in-service teachers regarding the utilization of data-based decision-making with a student with special needs. The presentation must include 15 slides, excluding the title and reference slides, and must include notes for each slide with supporting evidence from the two course texts. (MLO: B, C, D, E)