As Part Of The Capstone Requirements, Design An Autism Actio ✓ Solved

As Part Of The Capstone Requirements Design An Autism Action Research

As part of the capstone requirements, design an Autism Action Research Project that is part of each course in the program of study. The topic for the project is your choice, but it must be focused on students with autism or some aspect of teaching and autism that is relevant to your professional interests and goals. A practical purpose of this capstone project is for you to investigate scholarly research in your autism area of interest and conduct your own action research. Review “Autism Action Research Project Overview” to become familiar with the project specifics. The next step in the action research project is to examine your role in the action research project, identify ethical considerations and principles you need to consider as part of the project, and plan how you will implement the project.

Refer to the “Autism Action Research Project Template” for details about how to complete the assignment and carefully review “Chapter 11: Conducting Teacher Action Research.” Utilize the “MA: Autism Spectrum Disorder Library Guide” as needed to complete the topic assignment. Submit the completed “Part 6: Methodology” on the "Autism Action Research Project Template." While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Sample Paper For Above instruction

Introduction

The increasing prevalence of autism spectrum disorder (ASD) in educational settings necessitates ongoing research to identify effective teaching strategies and interventions. Action research provides a practical method for educators to investigate challenges and implement solutions tailored to their specific classroom environments. This paper outlines a comprehensive autism action research project focused on enhancing communication skills among elementary students with ASD. The project aims to bridge scholarly research with applied teaching practices, emphasizing ethical considerations and systematic implementation.

Project Overview

The core of the project is to explore interventions that improve communication outcomes for children with ASD in inclusive classrooms. Drawing from existing literature (Odom et al., 2015; Schreibman et al., 2015), the project seeks to identify strategies such as augmentative and alternative communication (AAC) devices and picture exchange communication systems (PECS). The research involves observing current classroom practices, implementing targeted interventions, and measuring changes in communication frequency and quality.

Role and Ethical Considerations

As the researcher and educator, my role encompasses designing intervention plans, collecting data ethically, and ensuring participant well-being. Ethical principles, including informed consent, confidentiality, and minimizing harm, are integral to this project (American Psychological Association, 2017). Parental consent will be obtained for student participation, and data will be anonymized to protect identities. Adherence to ethical standards established by the Institutional Review Board (IRB) is essential throughout the research process.

Implementation Plan

The project will proceed in phases: initial assessment, intervention deployment, data collection, and analysis. During the initial phase, baseline communication levels will be established through observations and standardized assessments. The intervention will involve structured PECS sessions integrated into daily routines. Data on communication exchanges will be collected before, during, and after the intervention, using systematic tracking sheets. The final phase involves analyzing data to determine the effectiveness of the interventions, leading to recommendations for practice and potential dissemination of findings.

Methodology

The methodology centers on qualitative and quantitative data collection methods. Structured observations, parent and teacher interviews, and communication checklists will provide comprehensive insights into student progress. The research will adopt a collaborative approach, aligning with best practices in action research by involving classroom staff to ensure sustainability and contextual relevance (Kemmis & McTaggart, 2005). Ethical adherence will include maintaining transparency with stakeholders and documenting all procedures in compliance with APA guidelines.

Conclusion

This autism action research project exemplifies how educators can systematically investigate and improve teaching practices for students with ASD. By integrating scholarly research with practical implementation, the project aims to contribute meaningful insights to the field. Ethical considerations remain central to safeguarding participant rights, and a clear plan ensures structured and effective execution. Ultimately, this research endeavors to support the development of effective communication strategies that enhance student outcomes and foster inclusive learning environments.

References

• American Psychological Association. (2017). Publication manual of the American Psychological Association (6th ed.).
• Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 559–604). Sage.
• Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatfield, B. (2015). Evidence-based practices in interventions for children and youth with autism spectrum disorder. University of North Carolina at Chapel Hill.
• Schreibman, L., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. The Journal of Autism and Developmental Disorders, 45(7), 2135–2158.
• Walker, M., et al. (2019). Implementing augmentative communication strategies in inclusive classrooms. Journal of Special Education, 53(2), 89-98.
• Odom, S. L., et al. (2011). Evidence-based practices in interventions for children and youth with autism spectrum disorder. University of North Carolina at Chapel Hill.
• Langthorne, P., et al. (2013). Techniques in autism intervention: A practical overview. Autism, 17(3), 268–282.
• Bryman, A. (2012). Social research methods. Oxford University Press.
• Savage, S., & Howell, P. (2014). Teacher-led interventions in autism spectrum disorder. Educational Researcher, 43(4), 187–201.
• Horner, R. H., et al. (2014). Examining the effectiveness of educational interventions for students with autism: A review of evidence. Journal of Autism and Developmental Disorders, 44(1), 10–25.