Course Syllabus
Research Seminar in Special Education
I&L: 3590
Instructor: Tessa McCarthy, PhD, TVI/COMS
412-648-7308
Office Hours: By appointment
Class Times and Location:
Saturdays: January 7; February 4; March 4; April 1
1:00-5:00 Posvar Hall 5140
Required Texts:
Burns, M.K., Riley-Tillman, T.C., & VanDerHeyden, A. (2012). RTI applications, Volume 1: Academic and behavioral interventions. New York: Guilford Press. [ISBN 978-1-4625-0354-4]
Riley-Tillman, T.C., Burns, M.K., & Gibbons, K. (2013). RTI applications, Volume 2: Assessment, analysis, and decision making. New York: Guildford Press. [ISBN 978-1-4625-0914-0]
Stanovich, K.E. (2013). How to think straight about psychology, 10th ed. Boston: Pearson. [ISBN 978-0-205-91412-8]
Course Description:
Students will select a student(s) to work with, identify a priority area in which the student needs instruction/intervention [may be academic or behavioral], review research to identify an evidence-based intervention in that area, formulate a research problem and research aims (based upon a blend of their knowledge of the research literature and of the learner needs), select an appropriate single-subject research design, develop a detailed methodology, implement the study, and monitor learner performance throughout all phases of intervention making adjustments as necessary. Instructor approval must be obtained in advance, and students must work cooperatively with personnel where the study is being carried out. Class sessions will consist of group lectures and discussions, small group simulation, brainstorming and planning sessions and individual tutorials with the instructor.
Course Objectives:
The purpose of this course is to provide students the knowledge and skills necessary to design, develop, implement and communicate about a single subject research study involving learners with disabilities. Specifically, the course will cover the following objectives:
1. Students will acquire basic knowledge about single subject research methodology.
2. Students will acquire an understanding of the scope and sequence of developing and implementing a single subject research design study.
3. Students will be able to develop and use a variety of observation/ measurement systems.
4. Given an area of instruction and learning pertinent to a particular learner(s), students will be able to conduct and prepare a concise, written review of recent, pertinent research literature.
5. Given a review of literature, students will be able to develop a problem statement and research objectives.
6. Students will acquire a basic understanding of the uses, advantages, disadvantages and variations of the multiple baseline, changing criterion, alternating treatments, reversal and withdrawal single subject research designs.
7. Given a problem statement and specific research aims, students will be able to develop an appropriate research methodology, including the following components: (a) participants, (b) setting, (c) experimental design, (d) materials and equipment, (e) target behaviors/tasks, (f) procedures, and (g) measurement/data collection.
8. Students will be able to analyze single subject graphic data.
9. Students will be able to read and critically evaluate single subject research studies.
10. Students will be able to identify and describe appropriate applications of relevant single subject research findings, procedures and methodologies.
11. Students will prepare and present a presentation that illustrates and communicates essential information about their research study.
12. Students will prepare a research report (according to specific guidelines and following APA style) of their research study.
Course Requirements (in chronological order):
o Psychology Gist (10%)
§ Each student will be Discussion Leader (DL) for one chapter from the Stanovich text and will post a videorecorded discussion question for classmates to view and respond to.
§ Classmates will videorecord and post a response to each discussion question.
§ The DL will lead an in-class discussion of the question and responses.
§ Grades will be based on performance as both DL and responder.
§ Additional directions will be provided in class.
o In Class Participation (5%):
§ This class is a seminar and how interesting and instructive it is depends on each individual’s class participation.
§ Guidelines will be provided.
o Monthly Scheduled Online Check-ins (5%)
§ One time between each Saturday meeting, you will virtually meet with an instructor to discuss progress on your research and trouble shoot any issues that may arise.
§ A schedule will be created and guidelines will be provided.
o Research Study Rough Drafts - Includes Study Rough Plan (5%)
§ You will have opportunities throughout the semester to turn in rough drafts of sections of your final paper. Turning in all rough drafts and study rough plan (with genuine effort) completes this requirement.
o Article Review (10%)
§ You will provide an in-depth critique of one single subject study.
§ You will locate and review a study that will be included in the literature review for your research study.
§ The format will be provided in class.
o Statement of Problem of Practice (10%):
§ This is an EDd benchmark.
§ Guidelines will be provided.
o Research Study Presentation (15%)
§ Presentation of your research study.
§ Guidelines will be provided.
o Research Study Paper (40%)
§ Written report detailing your research study.
§ Guidelines will be provided.
o Deductions for in class absences or missed online meetings (excused or not) will be as follows:
· 1: 0 pts
· 2: 1 pt each
· 3-4: 2 pts each
· 5-8: 5 pts each
· 9+: Incomplete
Grading Criteria:
● Late assignments will be accepted up to 48 hours after the original due date at a 20% grade reduction. No assignments will be accepted after this time. Special circumstances will be considered if discussed with me PRIOR to beginning of the class in which the assignment is due.
● For all assignments, work must be typed, 12-point font, double spaced, 1” margins. Electronic submission is preferred. HANDWRITTEN ASSIGNMENTS WILL NOT BE ACCEPTED.
● Also, do not turn in information that identifies the student you tested. Choose a pseudonym for your child and use it on all assignments.
● I work hard to ensure that my grading system is fair and accurate. If you would like to challenge any grade you receive, please submit your request in writing to me no later than 2 weeks from receiving the graded item. This request should include the graded item, an explanation of why you feel the grade received is inaccurate or unfair, and an explanation of the grade you feel you should have received. I will consider these requests and make changes in situations where I either made a mathematical error or where I feel I unfairly penalized one or more students. In some situations, I may ask for you to resubmit a graded item if I believe many students may have been impacted – so, please KEEP all graded items until the end of the semester.
● Final course grades will be based on the University’s grading system identified below.
○ [Note: 89.4 = 89 = B+; 89.5 = 90 = A-]
Percentage of Points Earned / Letter Grade / Level of Attainment / Grade Points94-100 / A / Superior / 4.00
90-93 / A- / 3.75
88-89 / B+ / Adequate / 3.25
83-87 / B / 3.00
80-82 / B- / 2.75
78-79 / C+ / Minimal / 2.25
73-77 / C / 2.00
70-72 / C- / 1.75
<70 / F / Failure / 0.00
Departmental Grievance Policy:
● DIL Student Grievance Procedures
○ The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. The rights and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at: http://www.bc.pitt.edu/policies/policy/02/02-03-02.html
○ When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines (p. 16) by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (2) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school-level academic integrity officer.
○ The more specific procedure for student grievances within DIL is as follows:
1. The student should talk to the faculty member to attempt to resolve the matter.
2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator (if the issue concerns a class) or his or her advisor.
3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Trish Crawford).
4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Jere Gallagher). If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Jere Gallagher).
Disability Policy:
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 216 William Pitt Union, 412-648-7890 (412-282-7355 for TTY), as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course
Professional Expectations:
As a future teacher, you are expected to demonstrate professional behavior in all interactions with faculty, supervisors, cooperating teachers, peers, students and parents. The faculty encourages you to approach your graduate program as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.
● Academic Integrity
○ Academic integrity is essential to the success of all students in higher education. Please refer to the University’s code of student obligations: http://www.provost.pitt.edu/info/aistudcode1.html. As a faculty, we take this issue very seriously and will tolerate no violations. Please notify your course instructor if you have questions related to this issue.
● Confidentiality
○ You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or doing assignments for courses or speaking about your field experience and the students you work with use pseudonyms (not initials) for students’, teachers’ and schools’ names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers or staff secure from the view of others.
● Attendance
○ You are expected you to attend all sessions and attendance will be taken at the start of each session. If you are unable to attend class due to illness or other significant personal circumstances, email your instructor prior to the start of class. You are responsible for all content covered in missed sessions. Please contact a classmate for notes and announcements.
○ Excessive absences will result in a grade reduction.
● Participation
○ You are expected to actively participate in course discussions. This helps you better learn the material and it helps your instructor gain better insight into your learning. You are expected to complete all required readings according to the timeline delineated in the course syllabus so that you will be able to better participate in class discussions and activities. If you do not understand something, please ask!
● Technology
○ You are not permitted to use cell phones (including talking and texting), pagers, laptops, PDAs, etc. during class. If you have a special situation that needs to be considered, please let your instructor know within the first week of the course.
● Communication
○ Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. If you need assistance or wish to discuss any aspect of the course please do not hesitate to ask. And you may schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.
● Courtesy
○ You are expected to arrive to class on time, and inform your instructor if you must leave early (It is generally unacceptable to leave class early). Additionally, courteous behavior includes staying on-task during the class, respecting the opinions of others, and coming to class prepared.
○ Additionally, you are expected to use professional language in class and in written communication (including email). Papers and emails that are written in an unprofessional manner (i.e., grammatically incorrect, typos, misspellings, overly informal) are considered unacceptable.
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