EDUC 750- Week 7 DB_Single-Subject Design
pdf
keyboard_arrow_up
School
Liberty University *
*We aren’t endorsed by this school
Course
750
Subject
History
Date
Jan 9, 2024
Type
Pages
5
Uploaded by tbaysden
EDUC 750- Week 7 DB_Single-Subject Design
Initial Post:
According to Check et al. (2012), adding single-subject designs (SSD) and action research (AR)
practices to an educators repertoire provides them with one of the best practices available for
promoting a purposeful goal to excel at the art of teaching, using the process of scientific inquiry.
Single-subject designs provide an individualized, specific approach to meeting the individual
needs of a student. By incorporating repeated measures, experimental control of the treatment,
systematic, experimental manipulation of the dependent variable, practitioners can scientifically
measure the student’s learning trends and systematically attribute changes in those learning
trends to the treatment intervention; thus, giving educators the tools to measure and impact the
student’s mastery of skills uniquely adapted to their learning environment (Check & Schutt,
2012).
If a student in my classroom is struggling with reading fluency, one of our interventionist, our
curriculum specialist, or I can implement a fluency intervention program. One of the educators
on the team will check and collect the fluency rate prose per minute (ppm) 3-5 times per week
and progress monitor the fluency rate trend line. The team with create a goal that the fluency
intervention will produce a functional, positive, trend line that emanates from the center of the
graph and has a moderate slope, indicating increasing fluency upon each weekly administration
of the progress monitoring tool.
Collaborative and reflective practice is key in the action research process (Check & Schutt,
2012). Through a continuous cycle of planning, acting, observing, and reflecting, educators use
data to make intentional decisions that positively impact student learning. The process of
engaging with colleagues throughout the research cycle provides the support of a community of
educators committed to making changes based on this evidence (Check & Schutt, 2012). This
EDUC 750- Week 7 DB_Single-Subject Design
process reminds me of Proverbs 27:17, which states, "As iron sharpens iron, so one person
sharpens another" (New International Bible, 1978/2011). The teachers on my team, and
throughout the school work collaboratively, with the same goals in mind. That goals is, that
every student we teach will show growth.
I am constantly collecting data to show student growth or a decrease in growth. When I see
student growth has decreased or student engagement is low, I use action research to implement
something as simple as a change in the way I form my small group instruction, reteach standards
or the implimentation of more student choice into my blended learning activities. Because I am
consistently looking at data collected to refine my teaching strategies, I expect the end goal to be
a higher level of student engagement.
References
Check, J. W., & Schutt, R. K. (2012).
Research Methods in Education
. Sage Publications.
New International Bible
. (2011). The NIV Bible.
https://www.thenivbible.com/
(Original work
published 1978)
Reply #1
Your comprehensive investigation of Action Research (AR) and Single Subject Design (SSD) is
a clear and complete testimony of your dedication to understanding your school’s data collection
practices. Your explanations of both topics are impressively thorough and you do a very nice job
explaining the practical applications of each method from a classroom perspective (Check &
Schutt, 2012).
A crucial aspect exposed in your post experience is the extensive, individualized use of the SSD
for data collection for a student with behavior concerns. You did an incredible job repeatedly
collecting the data across days to establish a functional relationship between interventions
EDUC 750- Week 7 DB_Single-Subject Design
implemented and maintained by the paraprofessional and the effects of those interventions. The
SSD provided you with substantial support in providing data that drove decisions for targeted
function-based support for a student with unique needs.
You bring up a great point about considering if AR might be used in a situation like this. Because
the steps are so cyclical, this process lends itself well to recurring issues in a broader context
(Check & Schutt, 2012). Your thought on how AR could have been used for the student's
behavior in multiple classrooms adds a lot to this discussion.
Including the insights of Check and Schutt (2012) into single-subject research and evaluation
designs in schools adds another dimension of depth to your arguments on power. Their work’s
concentration on precise measurement and documentation of interventions with individual
students is consistent with the movement toward basing educational decisions on evidence. One
of the strengths of your proposal is the inclusion of a well-thought-out and specific training plan
(Check & Schutt, 2012). Secondly, I couldn't help but think about how useful the skill could be
in academics and the real world. In academics, I liked how it could be used to monitor several
different things. Especially towards the end of the semester, when it is crunch time.
A final suggestion involves concluding with a biblical reference to 1 Thessalonians 5:21. The
text, which tells us to “test everything,” and “hold on to what is good” adds a thoughtful touch to
the end, and the commitment to continuous research, experimentation, and enhancement of
educational practices well with the desire to keep the best (
New International Bible
, 1978/2011).
References
Check, J. W., & Schutt, R. K. (2012).
Research Methods in Education
. Sage Publications.
New International Bible
. (2011). The NIV Bible. https://www.thenivbible.com/(Original work
published 1978)
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
EDUC 750- Week 7 DB_Single-Subject Design
Reply #2
Your application of the Single-Subject Design to your student who was struggling with
reading comprehension was an excellent example of how customizable that research design can
be when assisting in making progress in a student’s life. I find it astonishing how your
determination to find an effective intervention for the student, using a number of research articles
as resources in which to base your decision, resulted in a successful outcome.
The importance of being open to new ideas and the importance of continuously seeking out best
practices for teaching is shown very clearly in your example.
Also commended is your use of action research to identify and solve the problem of low
scores on the fraction unit of your math class. Conducting observations and surveys of your
students to uncover the specific obstacles they feel are holding them back offers insight into how
child centered your practice is.
The power of informed decision-making through action research is highlighted in your
willingness to make changes to your teaching methods based on the data you collected and the
resulting improvement in students’ understanding (Check & Schutt, 2012).
By including Romans 12:2 in your discussion, you have added a thoughtful, reflective
quality to your post. The appeal for a “renewal of the mind, that you may discern what is the will
of God” can be connected back to the need for schools and teachers to be retrained in techniques.
This post also refers to “what is good and acceptable and perfect,” which mirrors the aim of
educational researchers who are searching for pedagogies that work (
New International Bible
,
1978/2011).
EDUC 750- Week 7 DB_Single-Subject Design
The connection between the explanation you gave based on this verse concerning
approaching and solving complex problems and the role of faith in your life was expertly done
and very understandable.
Thank you for sharing your experiences and insights, and for underscoring the role that
single-subject design and action research can play in helping us to become effective teachers.
You have shown how even veteran teachers, like myself, can be transformed into more effective
educators. Also, the fact that that transformation can be achieved by focusing on a specific issue
and applying the basic principles of good teaching, taking the time to reflect and question one’s
practice.
References
Check, J. W., & Schutt, R. K. (2012).
Research Methods in Education
. Sage Publications.
New International Bible
. (2011). The NIV Bible.
https://www.thenivbible.com/
(Original work
published 1978)