Department of Rehabilitation Psychology and Special Education RP&SE 985: Individuals with Disabilities- Advanced Research Methodologies

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1 1 RP & SE 985 Department of Rehabilitation Psychology and Special Education RP&SE 985: Individuals with Disabilities- Advanced Research Methodologies Spring 2014: Course Syllabus Meeting Time and Location Wednesdays 2:25-5:25 in Room L177 Education Instructor: Bonnie Doren, Ph.D. Office: 421 Education Phone: Office Hours: By Appointment Graduate Teaching Assistant: Cahit Kaya Office: 439 Education Office Hours: By Appointment Course Description The course is part of the Ph.D. core curriculum in the Department of Rehabilitation Psyschology and Special Education. The course will facilitate the application of research concepts and methods to conceptualizing, formulating, designing and conducting one s own research. The course will focus on situating content and application activities within each student s interests and professional goals. Course Objectives Course content, activities, and assignments have been designed so that students will be able to: develop foundational knowledge of quantitative and qualitative research designs including problems and hypotheses; constructs, variables, and definitions; designs of research; measurements; and data collection. become familiar with advanced research designs, methods, and multivariate statistics in professional psychology research. be knowledgeable of the variety of professional and published research in the rehabilitation, counseling, and psychology. become competent in developing and evaluating rehabilitation psychology research proposals with regard to: (a) the sufficiency of the literature review as a foundation for the research questions/hypotheses, (b) the clarity of the research questions/hypotheses, (c) the sufficiency of the reason(s) for conducting the study, and (d) the adequacy of the proposed methodology. develop crystalized dissertation research ideas. develop skills in developing a dissertation research proposal. The proposal will contain the research problem (the research questions and why they are important to address), a review of the literature to provide a foundation for the research questions/hypotheses, and the research methodology (e.g., the research design, the sampling population, instrumentation, procedures, and data analysis, etc.). develop competence in effectively communicating and presenting research. Required Texts Heppner, P.P., Warnpold, B. E., & Kivlighan, D. M. Jr. (2008). Research design in counseling (3rd Edition). Belmont, CA: Brooks/Cole

2 2 RP & SE 985 Highly Recommended Text American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. Readings In addition to the texts, the required readings listed below are meant to supplemental the text and to provide you with additional information to facilitate your ability to complete assignments. The readings are posted on the class course site. Note additional readings may be assigned throughout the course related to presenters research and will be made available to you via and/or our course site. Brossart, D., Meythaler, J. M., Parker, R. I., McNamara, J. & Elliot, T. R. (2008). Advanced regression methods for single-case designs: studying propranolol in the treatment for agitation associated with traumatic brain injury. Rehabilitation Psychology, 53, Chan, F., Chronister, J. A., & da Silva Cardoso, E. (2009). An introduction to evidence-based practice approach to psychosocial interventions for people with chronic illness and disability. In F. Chang, E. da Silva Cardoso, & J. A. (Eds.), Understanding psychosocial adjustment to chronic illness and disability: A handbook for evidence-based practitioners in rehabilitation (pp. 3-19). New York, NY: Springer Publishing Company. Chwalisz, K. Shah, S. R. & Hand, K. M. (2008). Facilitating rigorous qualitative research in rehabilitation psychology. Rehabilitation Psychology, 53, Cohen, J. (1992). A power primer. Psychological Bulletin, 112, Dunn, D. S. & Elliot, T. R. (2008). The place and promise of theory in rehabilitation psychology research. Rehabilitation Psychology, 53, Frazier, P. A., Tix, A. P. & Barron K. E. (2004). Testing moderator and mediator effects in counseling psychology. Journal of Counseling Psychology, 51, Hedges, L. & Rhoads, C. (2009). Statistical Power Analysis in Education Research (NCSER ). Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from: Hoyt, W. T., Imel, A. E. & Chan, F. (2008). Multiple regression and correlation techniques: Recent controversies and best practices. Rehabilitation Psychology, 53, Macoon, D. G., Imel, Z. E., RosenKranz, M. A., Sheftel, J. G. Weng, H. Y., Sullivan, J. C., Lutz, A. (2012). The validation of an active control intervention of mindfulness based stress reduction (MBSR). Behaviour Research and Therapy, 50, Meyers, L. S., Gamst, G. C., & Guarino, A. J. (2005). Data screening. Retrieved from:

3 3 RP & SE 985 Norman, G. (2010). Likert scales, levels of measurement and the laws: of statistics. Advances in Health Sciences Education, 15, RosenKranz, M. A., Davidson, R. J., MacCoon, D. G., Sheridan, J. F., Kalin, N. H., & Lutz, A. (2013). A comparison of mindfulness-based stress reduction and an active control in modulation of neurogenic inflammation. Brain, Behavior, and Immunity, 27, Schutz, L. E., Rivers, K. O., & Ratusnik, D. L. (2008). The role of external validity in evidencebased practice for rehabilitation. Rehabilitation Psychology, 53, Tansey. T. N., Phillips, B. N. & Zanskas, S. A. (2012). Doctoral dissertation research in rehabilitation counseling: Rehabilitation Counseling Bulletin, 55, Tate, D., Kalpakjian, C. & Kwon, C. (2008). The use of randomized clinical trials in rehabilitation psychology. Rehabilitation Psychology, 53, Weston, R., Gore, P. A., Chang, F., & Catalano, D. (2008). An introduction to using structural equation models in rehabilitation psychology. Rehabilitation Psychology, 53, Course Procedures and Requirements Over the course of the semester, we will review content related to course objectives through readings, presentations by the instructor, research professionals in the field or related fields, class discussion student presentations, and collaborative work sessions. The class session should be viewed as a facilitated structured time to share ideas, problem solve, learn from each other, and to obtain peer and instructor review of interim ideas and products. We will apply course content to the development of written dissertation proposals and presentation and defense of proposals. Thus the course will have an applied focus in actually using information to develop and design a viable research study. A tentative class schedule has been created and presented on the next page. However, the topics to be covered will remain somewhat flexible, depending on prior research knowledge, research interests of individual members of the group and the designs and methods entail in the research to be pursued. The major product to be prepared by each class member will be a research proposal, which could ultimately become the dissertation proposal. The proposal should be prepared according to APA style, and more information regarding format will be provided. In addition, each class member will present and defend his or her proposal in a simulated dissertation proposal meeting, with the instructor and other class members serving as the dissertation committee. Grading Half of the course grade will be based on preparation for and participation in class activities these will include: a) sharing ideas, b) participating in discussions c) engaging with presenters d) providing constructive peer review feedback, e) producing and presenting interim assignments. The other half of the course grade will be based on the final written dissertation proposal and the presentation and oral defense based on the instructor s evaluation and evaluation of other committee members.

4 4 RP & SE 985 Tentative Class Schedule Class Date Topic/Presenter Readings Assignments Due Class 1 1/22 Course Overview Conceptualizing research problems, questions and variables Class 2 1/29 Guest Presenter: Dr. Tim Tansey Research questions/hypotheses and relationship to research designs-general considerations Class 3 2/5 Cahit Kaya- Data screening; basic parametric & nonparametric analysis Doren at PCRC conference Class 4 2/12 Guest Presenter: Dr. Brian Phillips Quantitative Descriptive Designs Class 5 2/19 Guest Presenter: Dr. Susan Smedema Between groups and within subject designs Class 6 2/26 Student Presentations Cahit Kaya-Purposes, uses and interpreting regression analyses Class 7 3/5 Cahit Kaya-Purposes, uses and interpretation of Exploratory Factor Analysis Doren at IES/SREE conference Class 8 3/12 No Class: Students at Conference Sampling Class 9 3/19 No Class: Spring Break Ethical considerations; considerations in multicultural research Class 10 3/26 Guest Speaker: Dr. Leann Smith Sampling & Measures Class 11 4/2 Guest Speaker: Greg Lyons Single-case design Student presentations & Feedback Class 12 4/9 Guest Speaker: Dr. Melissa Rosenkrantz Measures and data collection procedures Class 13 4/16 Cahit-Kaya Purposes, uses and interpretation of CFA & SEM Chapter 3 Tansey et al. (2012) Chan et al. (2009) Chapter 4,12,13, Meyers, Gamst & Guarino (2005) Dunn & Elliot (2008) Chapters 4, 5, & 10 Chapters 7 & 8 Tate et al. (2008) Schutz et al. (2008) Hoyt et al. (2008) *Hedges & Rhoads (2010) Norman (2010) Chapter 14 Chapters 9 & 15 Chwaliskz et al. (2008) Chapter 9 Brossart, et al. (2008) Read one: Macoon et al. (2012) or RosenKrantz et al. (2103) Weston et al. (2008) Frasier, Tix, & Barron (2004) Cohen (1992) *Share direction of research with advisor Presentations on Research Topic, Questions/hypotheses, include rationale for why this is important and needed *Share direction and progress of research with advisor Presentations on revised research questions (if applicable) proposed research design, selection and characteristics of participants Class 14 4/23 Student Presentations Data analytic plan Building a study Timeline Presentation on proposed measures, data collection procedures Class 15 4/30 Putting it all together Chapter 22 *Share direction and progress of Class 16 5/7 Student Presentations Writing Finals week *optional research with advisor Oral Defense Research Proposal

5 5 RP & SE 985 Course Website COURSE INFORMATION This seminar uses to distribute course materials and to communicate and collaborate online. Students can use their NetID and password to log on the course site ( Students will be responsible for checking the course site regularly for class assignments, materials, and announcements. Support is provided by the UW-Madison Do-It Help Center at or As with all computer systems, there are occasional disruptions to Scheduled downtimes are not an excuse for late work. Plagiarism and Academic Integrity: It is expected that students will complete their own original work and will demonstrate academic and personal integrity. The Code of Student Conduct which includes the University of Wisconsin-Madison s Student Conduct Policies can be found at: It is expected that all sources will be properly cited and credit given to the appropriate author. The following resource may provide assistance on how to cite accurately or determine whether or not something needs citing: Sources.html. Please see me if you have specific questions regarding academic integrity and plagiarism. While most incidents are unintentional, they can result in severe penalty. Professional Work: All written assignments must be typed and use APA formatting for text, citations, and reference section. Part of your grade will be based on the professionalism of your written work including organization, grammar, spelling, and punctuation. Students who need assistance with their writing should contact the Writing Center. Throughout the course, there will be several in class presentation assignments including the simulated defense. Presentation for the simulated defense should be done using presentation software (e.g., Prezi, PowerPoint). Presentations required throughout the course should have supporting documentation that could include handouts and/or use of presentation software. Students with Special Needs The Department of Rehabilitation Psychology and Special Education is committed to a quality education for all students. This requires that we provide reasonable accommodation to students with disability. Federal law is clear on this matter and applies to all students with disabilities. Students with disabilities or special circumstances who require accommodations (e.g. special seating, interpreter, note-taker, etc.) should inform the instructor as soon as possible so that we can work together to ensure your success in this course. You will need to provide the instructor with a copy of your VISA from the UW-Madison McBurney Disability Resource Center). Students with disabilities or circumstances requiring special

6 6 RP & SE 985 accommodation should register with the UW-Madison McBurney Disability Resource Center to document need for accommodations and obtain necessary support services. The McBurney Disability Resource Center is located at 702 West Johnson, Suite 2104 and can also be reached by telephone or ( , , fax; voice; 711 Relay; or , text; See the McBurney Disability Resource Center website below for more information: Course Grades Incompletes. The instructor is not obliged to give students an incomplete (I), and the following criteria have to be met: (a) the student has completed the majority of the class sessions and work and the quality of work in class until near end of semester is C-; (b) the student has been prevented from completing some portion of the coursework due to illness or some other documented reason beyond his or her control; (c) in the absence of documentation of such difficulty, the grade will be F. Even with proof, if the instructor is not convinced by the student s work that the student can pass, the grade will be an F; and (d) the deadline for completion of an incomplete is by the end of the fourth week of the following semester. An arrangement and agreement must be made between the student and instructor before the end of the course for an I to be considered.