Week 4 Discussion: Non-Experimental Design School Academic

Week 4 - Discussion: Non-experimental Design School Academic Counseling

Respond to the following prompts in the Threats to Validity discussion forum by Wednesday November 8, 2023: Select a non-experimental design. What type of questions would you ask for your selected non-experimental design? Regarding this week's article, what are the general ed teachers' level of understanding about evidence-based practice in teaching students with Autism?

Paper For Above instruction

Non-experimental research designs are crucial in educational research, especially when ethics, practicality, or exploratory aims prevent the implementation of experimental methods. These designs include correlational studies, descriptive research, and case studies, among others. They allow researchers to observe and analyze variables as they naturally occur, providing valuable insights into educational phenomena without manipulating the environment or variables (Creswell & Creswell, 2017). For this discussion, I select the correlational design, which examines the relationship between two or more variables to determine if they are associated, and the strength of that association. This design is particularly useful in educational contexts where experimental manipulation is infeasible or unethical, such as assessing teachers’ understanding of evidence-based practices (EBP) regarding students with Autism Spectrum Disorder (ASD).

In a correlational non-experimental study on teachers’ understanding of EBP for teaching students with Autism, relevant questions would explore the extent of their knowledge, confidence in applying evidence-based strategies, and perceived barriers. Examples include: “To what extent do teachers feel confident in their understanding of evidence-based practices for students with Autism?” “What is the relationship between teachers’ experience levels and their knowledge of EBP?” and “How do perceptions of institutional support influence teachers’ implementation of EBPs?” Such questions aim to elucidate relationships between teachers’ characteristics, perceptions, and knowledge, which can inform targeted professional development programs.

Referring to this week’s article, it appears that general education teachers’ level of understanding regarding evidence-based practices for teaching students with Autism varies widely. Many teachers report limited formal training on EBPs specific to Autism, which correlates with lower confidence in implementing these strategies effectively (Simpson et al., 2017). The article highlights that while some educators recognize the importance of EBPs, their actual knowledge often remains superficial, primarily due to a lack of accessible training resources or ongoing professional development opportunities. Furthermore, misconceptions about Autism and EBPs can hinder effective teaching, emphasizing the need for comprehensive training that combines theoretical knowledge with practical application (Odom et al., 2017). Improving teachers' understanding of EBPs is vital for enhancing educational outcomes for students with Autism, as well as ensuring evidence-based instruction is consistently applied in inclusive classrooms.

Overall, this discussion underscores the importance of applying appropriate non-experimental research methods to investigate complex educational questions, such as teachers’ perceptions and understanding of EBPs. It also highlights the ongoing need for professional development and accessible resources to support educators in implementing effective strategies for teaching students with Autism Spectrum Disorder. Addressing these issues contributes to creating inclusive, evidence-based educational environments that meet the diverse needs of all learners.

References

• Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Odom, S. L., Thompson, J. L., Hedges, S., & Padilla, A. (2017). Evidence-based practices for children and youth with Autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(1), 83–94.
• Simpson, R. L., de Boer-Ott, S. R., & Smith, M. (2017). Teachers’ perceptions and knowledge of evidence-based practices for students with Autism. Autism Research and Treatment, 2017, 1–12.