Course Syllabus

Contact Information

Corey Peltier, PhD

Assistant Professor

Department of Educational Psychology

Office Hours: Monday 4:00pm to 5:00pm, or by appointment

Phone: (401) 487-0921

Email: coreypeltier@ou.edu 

Live Session: 7:15pm to 9:55pm

Zoom link: https://oklahoma.zoom.us/j/95785791530 

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Course Details

Course Description
This course provides a critical analysis of single-case research methodologies. Emphasis is placed on developing student skills in asking and answering sound research questions and designing investigations to answer such questions. This class explores the development and implementation of single-case research designs.

Course Goals
The goal of the course is two fold: (1) understand the core characteristics of single-case research methodology and how it can inform our ability to identify the most effective interventions for individuals and (2) the methodological procedures to conduct and report findings from a single-case research study. To address goal 1, students will learn the historical origins of single-case research designs and the key features of the methodology. Furthermore, students will evaluate single-case studies, and graphs, to make decisions about the interventions effect on behavior. To address goal 2, students design and carry out a single-case research design in their natural setting to identify if a practice they are currently using is effecting the behavior of an individual.

Learning Outcomes

• Compare and contrast the types of research cases group experimental designs, single-case research designs, and case study designs can address
• Distinguish between dependent and independent variables
• Distinguish between internal and external validity
• Evaluate the internal and external validity of published single-case research designs
• Select the most appropriate data collection procedure given the nature of the dependent variable
• Identify the key features of single-case research designs that are consistent across design types
• Identify the key features of the following single-case research designs (a) withdrawal designs and their variants, (b) multiple-baseline designs and their variants, (c) alternating treatment designs, (d) changing criterion designs, and (e) multielement designs
• Evaluate published single-case studies to identify whether the key features of single-case research design are present, or not
• Use visual analysis procedures to determine if a functional relation is present and the magnitude of the effect given the social significance of the behavior change

Course Prerequisites 

Graduate standing in the College of Education, successful completion of EDSP 5143 and EDSP 5243, or permission of instructor.

Course Materials

Required Text

• None

Supplemental Text (not required to purchase)

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3^rd Ed.). Pearson.

Technology

• Computer with camera and microphone
• Software to use for graphing (e.g., R, excel, GoogleSheets, PRISM, numbers [MAC])

Additional Supports for Learning

Writing Center: http://www.ou.edu/writingcenter

Joey Albin, Educational Psychology Librarian Liaison: https://guides.ou.edu/prf.php?account_id=217896

Grades

Breakdown

Course activities and grades listed for each activity

Activity	Description	Points/Percentage
Reading Frame or TwitterChat	Students engage with assigned course readings and materials to synthesize critical points and connect to related concepts.	13 (13%)
Class Participation	Students attend class and engage in participation, including breakout groups, classwork, and responding via the Zoom chat features.	13 (13%)
Article Critiques	Students will critique four single-case design studies representing core designs (ABAB, MBD, ATD, Combined Design). The aim is to critically evaluate characteristics of the design to evaluate internal validity of the design process.	14 (14%)
Visual Analysis	Students will complete 5 evaluations of single-case research designs to identify if a functional relation is present, and if so, the magnitude of the effect: (1) pre-assessment, (2) withdrawal, (3) multiple-baseline designs, (4) alternating treatment design, and (5) post-assessment.	10 (10%)
Research Study	Students will choose an instructional practice, write research questions, design the research method, and carry out the research project. A research presentation will include a short introduction (2-3 slides), a Method section (3-5 slides), a Results section (1-2 slides), a Discussion section (2-3 slides), and a Reference slide. The entire process for this culminating project is chunked throughout the semester for students to receive feedback when designing and carrying out the research project.	30 (30%)
Final Exam	Students will complete a cumulative final exam on course content.	20 (20%)
	Total	100 (100%)

 

Grade Scale

Percentage	Letter Grade
90–100%	A
80–89%	B
70–79%	C
60–69%	D
Below 60%	F

Course Components

	Assessments
Learning Outcomes	Reading Frame/ TwitterChat	Class Participation	Article Critiques	Visual Analysis	Research Study	Final Exam
Compare and contrast the types of research cases group experimental designs, single-case research designs, and case study designs can address	✓	✓				✓
Distinguish between dependent and independent variables	✓	✓	✓		✓	✓
Distinguish between internal and external validity	✓	✓	✓		✓	✓
Evaluate the internal and external validity of published single-case research designs	✓	✓	✓			✓
Select the most appropriate data collection procedure given the nature of the dependent variable	✓	✓			✓	✓
Identify the key features of single-case research designs that are consistent across design types	✓	✓			✓	✓
Identify the key features of the following single-case research designs (a) withdrawal designs and their variants, (b) multiple-baseline designs and their variants, (c) alternating treatment designs, (d) changing criterion designs, and (e) multielement designs	✓	✓	✓		✓	✓
Evaluate published single-case studies to identify whether the key features of single-case research design are present, or not	✓		✓	✓		✓
Use visual analysis procedures to determine if a functional relation is present and the magnitude of the effect given the social significance of the behavior change		✓		✓	✓	✓

Course Policies

Student Expectations

• Read or watch the assigned material prior to the due date
• Participate during class (i.e., respond to questions when prompted, ask questions, communicate with group during break out sessions)
• Notify instructor as soon as possible if you will be absent from class
• Contact instructor in advance if you anticipate not being able to meet a deadline
• Communicate respectfully to all colleagues and instructor

My Expectations

• I will respond to emailed within 24 hours on weekdays and 48 hours on weekends
• I will return graded work within 2 weeks
• I will be available for office hours in person or virtual that work within your schedule
• I will be available after the course ends to address future questions related to course content and as you prepare for the BCBA exam (if applicable to you) or as you think about evaluating other practices in your work environment

Communication 

Please feel free to email me at anytime about questions at coreypeltier@ou.edu. I aim is to respond within 24 hours Monday-Friday. I do check my email over the weekend, and I will respond but responses may be longer than 24 hours. 

Feedback 

On assignments that are submitted via Canvas, I will provide feedback so please take the time to review once you see the assignment is graded. For weekly assignments (i.e., reading frames/TwitterChats) you can expect feedback within a week of submitting. For the article critiques, assignments will be graded within two weeks. The research study has multiple check-in points to submit what you plan to do as part of the experiment, I will provide feedback within one week so you can revise your experimental procedures.

Late Policy

I expect work to be submitted on time. However, we all have other life events (e.g., jobs, family responsibilities, illness) that may impact your ability to submit work on time. My request is to please contact me as soon as possible if an assignment will not be submitted on time so we can make a plan for when the assignment will be submitted. 

Plagiarism 

Plagiarism is the most common form of academic misconduct at OU. There is basically no assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show your own understanding in the your own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by you, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries.

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University Academic Policies and Student Support

Land Acknowledgement

Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.

We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.

The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.

Course Catalog 

Search the OU Course Catalog.

Student Handbook

Please familiarize yourself with the OU Student Handbook.

Online Library

Access digital materials and other resources at OU Libraries.

Copyright Statement

Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.

Academic Integrity

As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity. 

Academic honesty is incredibly important within this course. Cheating is strictly prohibited at the University of Oklahoma, because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct. 

In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook. 

Religious Observance

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].

Reasonable Accommodation for Disabilities

The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events.

If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.

To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.

Title IX Resources  

Anyone who has been impacted by gender-based violence, including dating violence, domestic violence, stalking, harassment, and sexual assault, deserves access to resources so that they are supported personally and academically.

The University of Oklahoma is committed to offering resources to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you would like to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or another confidential resource (see "Can I make an anonymous report?").

You may also choose to report gender-based violence and discrimination through other means, including by contacting the Institutional Equity Office (ieo@ou.edu, 405-325-3546) or the police (911).

Because the University of Oklahoma is committed to the safety of you and other students, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in class discussions, writing assignments, discussion boards, emails, and during Student/Office Hours.

For more information, please visit the Institutional Equity Office.

Adjustments for Pregnancy/Childbirth Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.

Mental Health Support Services

If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.

Final Exam Preparation Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.

Required Policies for Students On Campus

Emergency Protocol

During an emergency, there are official university procedures that will maximize your safety.

Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:

1. Look for severe weather refuge location maps located inside most OU buildings near the entrances
2. Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
3. Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows.
4. Get in, Get Down, Cover Up.
5. Wait for official notice to resume normal activities.

Severe Weather Refuge Areas

Severe Weather Preparedness Video

Armed Subject/Campus Intruder

If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:

1. Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
2. Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
3. Defend: As a last resort fight to defend yourself. For more information, visit:

OU's Emergency Preparedness site

Shots Fire on Campus Procedure

Fire Alarm/General Emergency

If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:

1. Leave the building. Do not use the elevators.
2. Know at least two building exits
3. Assist those that may need help
4. Proceed to the emergency assembly area
5. Once safely outside, Notify first responders of anyone that may still be inside the building due to mobility issues.
6. Wait for official notice before attempting to re-enter the building.

OU Fire Safety on Campus Video