PSYC Research Methods and Applications

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Course Syllabus

PSYC 614-001 - Research Methods and Applications

Winthrop University

Dr. Joe Prus

Spring 2014 Office: 110A Kinard

T 12:30-3:45 Phone: 323-2630

Room: Kinard 016 Office Hours: T 11:00-12:00

E-mail: [email protected] MW 9:00-11:00; or by appt.

Course Description and Objectives:

This course is designed for the pre-professional or professional in school psychology or other applied area of psychology or education. Those successfully completing the course will acquire a range of practical knowledge and skills related to research and evaluation in psychology and education, including:

1. An understanding of the scientific method and knowledge of how it is applied in research methodology and procedures, including the roles of hypotheses and theories;

2. The ability to interpret and critically analyze research literature in psychology, school psychology, and education;

3. Knowledge of common research designs and their strengths and weaknesses, including threats to internal and external validity, of each;

4. Knowledge of measurement and statistics concepts and procedures applicable to research and

evaluation, and the ability to identify statistical procedures most appropriate to particular purposes and designs;

5. Knowledge of the most common models and methods for evaluating the effectiveness of educational and human services and programs, and the ability to design an evaluation plan;

6. The ability to construct a survey instrument designed to evaluate a program or service; 7. The ability to plan and write a comprehensive program or research grant proposal;

8. An understanding of cultural influences on research and evaluation methods and findings.

This course is also designed to address key graduate preparation standards of the National Association of School Psychologists (see attached syllabus addendum) and the research component of the Richard W. Riley College of Education “Graduate Conceptual Framework.”

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Text/Readings

Ary, D., Jacobs, L.C., Razavieh, A., & Sorensen, C. (2010). Introduction to research in education. (8th Ed.) New York: Holt, Rinehart and Winston.

Additional Readings:

The following readings are available in Best Practices in School Psychology V, which school psychology students have already purchased, or are on reserve in the School Psychology office in 110 Kinard.

Brown-Chidsey, R., Steege, M., & Mace, F.C. (2008). Best practices in evaluating the effectiveness of interventions using case study data. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists, 2177-2192.

Godber, Y. (2008). Best practices in program evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists, 2193-2206.

Keith, T. (2008). Best practices in using and conducting research in applied settings. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School

Psychologists, 2165-2176.

Posavac, E. J. & Carey, R. G. (1997). Program evaluation: Methods and case studies. Upper Saddle River, NJ: Prentice Hall (Chapter 2 - Planning an Evaluation; and Chapter 5 - Ethics in Program Evaluation).

Stage, S. A. & Quiroz, D. R. (1997). A Meta-Analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333-368.

Course Requirements/Assessment Components:

 Active participation is an important part of the course. Participation may be demonstrated by: prompt and consistent class attendance; completing required readings; asking relevant questions; participating

appropriately in group and class discussions; completing occasional “Research Puzzlers” provided by the instructor; and otherwise demonstrating an interest in the material and a concern for one’s own learning. Excessive talking to neighbors or inappropriate use of electronic devices (see policy below) during class presentations or discussions may result in deductions from the class participation grade. Professional behavior is expected at all times.

 Each student will make one brief oral presentation of a quantitative research article review and analysis. The article is to be selected by the student in consultation with the instructor and should focus on: a) an issue related to human or cultural diversity pertinent to school psychology, psychology, or education; and/or b) the effectiveness of a lesser known or “unproven” intervention for children/youth.

 Each student will plan, develop, and write one survey instrument (of approximately three pages) to evaluate an educational, health, or mental health program or service of each student’s choosing. Submission should be accompanied by a) a brief summary of the intended outcomes of the survey (what the researcher or program evaluator hopes to determine via the survey; and b) a letter of transmittal (the letter or instructions that would accompany the survey).

 Each student will select, apply, and demonstrate a method of assessing the impact of an academic or social/behavioral intervention. The instructor will offer a choice of methods, including such methods as Goal Attainment Scaling (GAS), Percent of Non-overlapping Data (PND), Improvement Rate Difference (IRD), and others. (Note: This requirement replaces what had previously been a midterm exam.)

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 Final exam (essay format) that focuses on the ability to critically evaluate the research methodology used in educational and psychological studies.

 The culminating requirement of the course is a written, comprehensive research or program grant proposal and corresponding evaluation plan. Students will select an area in which to conduct a review of the literature and then plan and write a proposal (approximately 20 pages double-spaced following APA format) to

establish a special program or conduct a research project. The content of the proposal must be of an educational, health, or mental health nature. Additional guidelines (including a sample “Request for Proposals”) will be provided for this assignment. The instructor will be available to confer with students regarding the development of proposals.

Assessment/Grading:

Grades will be based on the following point system:

Activity Point Value Grade Point Range

Class participation 25 A 278-300

Article review 25 A- 270-277

Survey 50 B+ 261-269

Evaluating Positive Impact Demo 25 B 248-260

Final Exam 75 B- 240-247

Grant proposal and evaluation plan 100 C+ 230-239

C 210-229

Total Possible Points 300 F Less than 210

Policies:

 Late assignments will result in up to a 5% penalty per weekday, with a maximum penalty of 50% if turned in by the date of the final.

 A maximum of one absence (not counting absences due to documented medical illnesses or family emergencies) is allowed for a grade of A or A-, two for a B, B+, or B-, and three for a C or C+.  Winthrop University is dedicated to providing access to education. If you have a disability and need

classroom accommodations, please contact the Office of Services for Students with Disabilities, at 323-3290, as soon as possible. Once you have your Professor Notification Form, please give me a copy that I am aware of requested accommodations within the first week of class.

 Please see the College of Arts and Sciences policy for the appropriate use of hand-held and wireless devices in class at:

http://www.winthrop.edu/uploadedFiles/artscience/AppropriateUseOfHandHeldWirelessTechnologyApprov edPolicyMar2010.pdf

Please keep cell phones and other personal electronic devices off or on “vibrate” during class and refrain from texting, checking email, or other use of electronic devices during class except to take notes or during breaks. Failure to do so will result in points deducted from class participation.

 Academic dishonesty (e.g., cheating on exams, plagiarism, etc) may result in an “F” for the course. The unauthorized use of electronic devices during exams will be assumed to constitute cheating.

 Incompletes will be given only in rare circumstances involving serious illness or personal or family emergencies.

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Class Schedule

Date Topic Reading/Assignment Due

Jan 13 ▪ Introduction to Course

▪ Introduction to Research and Evaluation Jan 20 ▪ Creating and Using Surveys to Assess Needs and

Evaluate Programs Chapters 8 (pp. 208- 213) & 14

Jan 27 ▪ Research and Grant Proposals I Chapter 20

Keith

Feb 3 ▪ Research Methodologies/Planning Chapters 1 and 2

Feb 10 ▪ Obtaining and Evaluating Information

▪ Refining the Research Problem/Hypothesis Chapters 3 & 5 Survey due

Feb 17 No class (NASP) Individual work on grants

Feb 24 ▪ Sampling

▪ Basics of Inferential Statistics ▪ Effect Size & Meta Analysis

Chapter 7 pp. 148-162 Chapter 7 pp. 162-169 Chapter 6 pp. 136-139 Stage & Quiroz (review) Mar 3 ▪ Internal/External Validity

▪ Experimental Design Chapters 10 & 11

Mar 10 Evaluating Positive Impact Evaluating Positive Impact

Demos

Mar 17 No Class-Spring Break

Mar 24 ▪ Ex-post Facto Research

▪ Single Subject Designs Brown-Chidsey et. al Chapter 12 Mar 31 ▪ Research and Grant Proposals II Draft grant objectives and

methods sections April 7 ▪ Qualitative & Action Research Chapters 15-17

April 14 ▪ Introduction to Program Evaluation Godber

Posavac & Carey chapters April 21 ▪ Program Evaluation Models and Methods/

Evaluation Case Study Grant proposal due

April 28 Study Day (no class)

April 30

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Winthrop School Psychology Program Syllabus Addendum for PSYC 614

School Psychology Program students’ grades are aggregated and used to document their attainment of

knowledge and skills. This form documents the relationship of this course to the NASP graduate education and practice domains and how course grades are determined by the instructor.

NASP Domains of Training and Practice Course Focus Assessment Methods 2.1 Data-Based Decision-Making and

Accountability

School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.

As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology

resources and apply results to design, implement, and evaluate response to services and programs.

This domain is: Not a focus of the course

A minor focus of the course

X A major focus of the course

Knowledge and skills in this domain are assessed with: Not applicable X Exams Papers X Candidate presentations Graded simulations Other: Please describe

2.2 Consultation and Collaboration

• School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. • As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.

This domain is: X Not a focus of the course

A major focus of the course

Knowledge and skills in this domain are assessed with: Not applicable Exams Papers Candidate presentations Graded simulations Other: Please describe

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2.3 Interventions and Instructional Support to Develop Academic Skills

• School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. • School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.

Knowledge and skills in this domain are assessed with: Not applicable Exams Papers Candidate presentations Graded simulations Other: Please describe 2.4 Interventions and Mental Health Services

to Develop Social and Life Skills

• School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills.

• School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.

2.5 School-Wide Practices to Promote Learning

• School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.

• School psychologists, in collaboration with others, demonstrate skills to develop and

implement practices and strategies to create and maintain effective and supportive learning environments for children and others.

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2.6 Preventive and Responsive Services • School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.

• School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.

Knowledge and skills in this domain are assessed with: Not applicable Exams Papers Candidate presentations Graded simulations Other: Please describe 2.7 Family–School Collaboration Services

• School psychologists have knowledge of

principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.

• School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school

partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.

2.8 Diversity in Development and Learning • School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role

differences; and evidence-based strategies to enhance services and address potential influences related to diversity.

• School psychologists demonstrate skills to provide professional services that promote

effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.

X A minor focus of the course

Knowledge and skills in this domain are assessed with: Not applicable Exams Papers X Candidate presentations Graded simulations Other: Please describe

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2.9 Research and Program Evaluation: • School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.

• School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.

X A major focus of the course

Knowledge and skills in this domain are assessed with: Not applicable X Exams Papers X Candidate presentations Graded simulations X Other: Please describe: Grant proposal and evaluation plan 2.10 Legal, Ethical, and Professional Practice

• School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. • School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective

interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.