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. They are able to use and interpret research findings as the foundation for effective service delivery. School psychologists are able to assist teachers in collecting meaningful student data and apply knowledge of evidence-based interventions to school-based plans.
EDPS 612.01 – Research Methodology in School Psychology
This course is an advanced study of research methods for use in applied psychology and education. In this course, students were expected to: Understand and appropriately select various quantitative research methods and designs, critically evaluate quantitative research and develop a research proposal based on sound methodological designs and techniques. This class was particularly relevant to the domain of Research and Program Evaluation because it was focused around evaluating research studies in terms of their methodological properties. This is useful moving forward to apply to evaluating research studies evaluating the effectiveness of certain intervention programs.
Carnett, A., Raulston, T., Lang, R., Tostanoski, A., Lee, A., Sigafoos, J., & Machlicek, W. (2014) Effects of a perseverative interest-based token economy on challenging and on-task behavior in a child with autism. Journal of Behavioral Education23(3) 368–377 doi:10.1007/s10864-014-9195-
Summary
This article provided further evidence for the use of token economy systems for managing difficult behaviours in the classroom. For a course assignment I was required to examine this study in terms of its methodological strengths and weaknesses in order to further my development of effective research design.
How it has Informed Practice
This assignment was very effective in teaching me ways of evaluating a research design in order to assess the strength of the study. While it is still valuable information to know that there has been research conducted on a certain topic, it is also important to consider the quality of the research. Looking forward, I will be able to apply my knowledge of statistics to assess the quality of the research for a particular intervention in order to ensure that I am making sound recommendations.
Resource
Lilienfeld, S.O., Lynn, S.J.,& Lohr, J. M. (2015). Science and Pseudoscience in Clinical Psychology (2nd Ed.). New York, NY: Guildford Press.
Summary
The text helps practitioners and students evaluate the merits of popular yet controversial practices in clinical psychology and base treatment decisions on the best available research. Leading authorities review widely used therapies for a range of child, adolescent, and adult disorders, differentiating between those that can stand up to the rigors of science and those that cannot. Questionable assessment and diagnostic techniques and self-help models are also examined. The volume provides essential skills for thinking critically as a practitioner, evaluating the validity of scientific claims, and steering clear of treatments that are ineffective or even harmful.
How it has Informed Practice
This text was extremely useful in addressing several on the controversies that exist in the domain of school psychology. One particular area of interest for me was the chapter on interventions for children with autism. This chapter highlighted the lack of scientifically backed interventions for children with ASD. I found this to be very interesting because there have been several instances in the media where people have attributed false epidemiology to the disorder, because of research that is not sound.