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NASP Domain 9: Research and Program Evaluation

NASP Domain 9: Research and Program Evaluation. Kimberly DeBoth Ball State University April 7, 2014. Research & Program Evaluation.

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NASP Domain 9: Research and Program Evaluation

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  1. NASP Domain 9: Research and Program Evaluation Kimberly DeBoth Ball State University April 7, 2014

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

  3. Overview Service Delivery Model Research Trends Measurement & Statistical Analysis Single-Subject Research Design Research to Practice Application to RTI Program Evaluation

  4. Model for Services

  5. Research Trends in School Psychology • Analysis of Research Designs in Published Journals • Experimental/intervention research articles (n= 929) • School Psychology Review, Psychology in the Schools, School Psychology Quarterly, Journal of School Psychology • Measurement vs. intervention research • Decrease in general education research • Mixed methods approach (Bliss, Skinner, Hautau & Carroli, 2008; Powell, Mihalas, Onwuegbuzer, Suldo & Daley, 2008)

  6. Measurement & Statistical Analysis • Uncertainty of measured behavior • Reliability of observations • Interrater agreement • Duration • Generalizability • Data analysis • Meta-analysis • Hierarchical Linear Modeling • Structural Equations Modeling (Swaminathan & Rogers, 2007)

  7. Single-Subject Research Design • Individual Students • Popularity- Evidence Based Intervention Movement • Manipulate Variables • Internal Validity Threats • Task Force for Evidence Based Interventions in School Psychology • Sponsored by Division 16 by APA • Coding System for Group & Single Subject Design • Classify Evidence-Based Interventions (Christ, 2007; Jenson, Clark, Kircher & Kristjansson, 2007; Parker, Cryer & Byrns, 2006)

  8. How to Translate Research into Practice • Randomized controlled experiments in school settings • Gold standard- true experimental design • Limitations: • Resources • Acceptability • Social Validity • Fidelity • Quasi-Experimental Design • Role of the School Psychologist • Research • Data-Based Decision Making • Intervention Planning • Teacher Support • Example- Reading Program (NASP, 2005; Bliss, Skinner, Hautau & Carroli, 2008; Christenson, Carlson & Valdez, 2002)

  9. Application to Response to Intervention • Standardized procedures- universal screenings • Reliable and valid measurement • Intervention integrity • Threats to internal & external validity • Single subject research design • Need for research • Learning strategies • Interventions • Procedures (Skinner, Mccleary, Skolits, Poncy & Cates, 2013)

  10. Program Evaluation • Utilize a comprehensive approach • Acceptability of program • Integrity of implementation • Impact/effectiveness of program • Collaboration • Accountability • Individual • Group • System (McDougal, Nastasi & Chafouleas, 2005; NASP, 2010)

  11. Literature Review Method • Searches for peer-reviewed articles were conducted using PsychINFO and Google Scholar with the following keywords: • Research design AND school psychology • Program evaluation AND school psychology • Results yielded 436 articles between 2000-2014

  12. References Bliss, S. L., Skinner, C. H., Hautau, B., & Carroli, E. E. (2008). Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research. Psychology In The Schools, 45(6), 483-498. Christ, T. J. (2007). Experimental control and threats to internal validity of concurrent and nonconcurrent multiple baseline designs. Psychology In The Schools, 44(5), 451-459. Christenson, S. L., Carlson, C., & Valdez, C. R. (2002). Evidence-based interventions in school psychology: Opportunities, challenges, and cautions. School Psychology Quarterly, 17(4), 466-474. Jenson, W. R., Clark, E., Kircher, J. C., & Kristjansson, S. D. (2007). Statistical reform: Evidence-based practice, meta-analyses, and single subject designs. Psychology In The Schools, 44(5), 483-493. McDougal, J. L., Nastasi, B. K., & Chafouleas, S. M. (2005). Bringing research into practice to intervene with young behaviorally challenging students in public school settings: Evaluation of the behavior consultation team (BCT) project. Psychology In The Schools, 42(5), 537-551. National Association of School Psychologists. (2010). Model for Comprehensive and Integrated School Psychological Services. Bethesda, MD: Author. National Association of School Psychologists. (2005). Prevention and intervention research in the schools (Position Statement). Bethesda, MD: Author. Parker, R. I., Cryer, J., & Byrns, G. (2006). Controlling baseline trend in single-case research. School Psychology Quarterly, 21(4), 418-444. Powell, H., Mihalas, S., Onwuegbuzie, A. J., Suldo, S., & Daley, C. E. (2008). Mixed methods research in school psychology: A mixed methods investigation of trends in the literature. Psychology In The Schools, 45(4), 291-309. Skinner, C. H., Mccleary, D. F., Skolits, G. L., Poncy, B. C., & Cates, G. L. (2013). Emerging opportunities for school psychologists to enhance our remediation procedure evidence base as we apply response to intervention. Psychology In The Schools, 50(3), 272-289. Swaminathan, H., & Rogers, H. (2007). Statistical reform in school psychology research: A synthesis. Psychology In The Schools, 44(5), 543-549.

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