Fluent Essays

SOCW 6311 WK 3 ASSIGNMENT: Assignment: Assignment: Creating a Single-System (Subject) Design Study Be sure to include APA in text citations and references 7th addition I have included the rubric and my last essay with the instructors feedback on how to make it better. It must have a introduction and conclusion also The steps at the heart of single-system (subject) research are part of the everyday practice of social work. Each day social workers implement interventions to meet clients’ needs and monitor results. However, conducting proper single-system (subject) research entails far more than these simple day-to-day practices. Proper single-system research requires a high degree of knowledge and commitment. Social workers must fully understand the purpose of single-system (subject) research and the variations of single-system (subject) design. They must develop a hypothesis based upon research and select the right design for testing it. They must ensure the reliability and validity of the data to be collected and know how to properly analyze and evaluate that data. This assignment asks you to rise to the challenge of creating a proposal for a single-subject research study. To prepare for this Assignment, imagine that you are the social worker assigned to work with Paula Cortez case study link at bottom of this page  (see the case study, “Social Work Research: Single Subject” in this week’s resources). After an initial assessment of her social, medical, and psychiatric problems, you develop a plan for intervention. You also develop a plan to monitor progress in your work with her using measures that can be evaluated in a single-system research design. As a scholar practitioner, you rely on research to help plan your intervention and your evaluation plan. Complete the Cortez Family interactive media in this week’s resources. Conduct a literature search related to the chronic issues related to HIV/AIDS and bipolar mental disorder. Search for additional research related to assessing outcomes and theoretical frameworks appropriate for this client. For example, your search could include terms such as motivational interviewing and outcomes and goal-oriented practice and outcomes. You might also look at the NREPP database identified in Week 1, to search for interventions related to mental health and physical health. Submit a 5- to 7-page proposal/research plan for single-system (subject) evaluation for your work with Paula Cortez. Identify the problems that you will target and the outcomes you will measure, select an appropriate intervention or interventions (including length of time), and identify an appropriate evaluation plan. Include a description of: The problem(s) that are the focus of treatment The intervention approach, including length of time, so that it can be replicated A summary of the literature that you reviewed that led you to select this intervention approach The purpose for conducting a single-system (subject) research evaluation The measures for evaluating the outcomes and observing change including: Evidence from your literature search about the nature of the measures The validity and reliability of the measures How baseline measures will be obtained How often follow-up measures will be administered The criteria that you would use to determine whether the intervention is effective How the periodic measurements could assist you in your ongoing work with Paula Resources  Laureate Education (producer). (2013b) Cortez family [Interactive media] retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/6311/CH/mm/case_study/index.htmlLocating Assessment Instruments Kevin Corcoran and Nikki 1-lozack T his c hapter nddr es.es how to locate inst r ume nts for oocial wor~ reseJr.:h a nd p ract ice. T h is task m ay not seem too challeng ing, but it is. Locating in,trument\ includes being familiar with a number of sou rces of men surement in.)trumems and knowing what it is one \\·ants to measure or observe in t he first place. To locate 3Jl instrum ent, the researcher mut know 1• hat he or she intends to mea sure. This includes a well-defined construct or conceptual domain of study. fbe mea- sureme nt too l is t he operation a.lizntion o f the v.tria b le, and it is impossible to locate an •ppropria te mea1u rement u nless t h e resea rcher is certJin w hat is to be measu red. Knowing what to obsen·e includes precise definitions of the independent and depen dent vari,tbles. I nstruments often are .t>sociated with operationalizing the dependent variables (e.g., m nli t al discord in a single-syste m design o f a couple in counseling, din- teal depr~s;,ion in a <Ontrolk-d experiment o r •n epidemiological urvey). As dependent variablt·>, instruments chiefly ascertain the ob<crvations about ones on behavior or t h e behavioral obsc,·vat io n> by some relevant Other, such as a spouse or case manager. lly design, instruments intend to sy~tematically quan tify som e affeo, co gnit io n, o r con duct in some e nvironment or setting and provide numerical estimates of affect, cogni · tion) or conduct. Inst ruments also are useful in opc1·a tio nalizing independent va riables. I n experimc n tal design>, this is considered a o1anipulation check. The reason for using a measurement of the independent ,·ariables, as tl1e phr..se suggests, is to determine hether the manip- u latio n o f th e in dependen t 1•ar iablc was su c(.essful. Po t· exa mple, assu me th at the rcsearchc t· is conduuiog a study comparing in -home counseling services to ca;e ma n agement services. The researcher ould want to be reassured rhat t h e coumcling group was actually getting cou nseli n g fro m the cou nselor and that the case rn.Ulagemcnt g roup wa> not getting some fo rm o f cou nseling fro m t he case mao.1gers. W ith o u t the fonner,the researcher would not be certain that the counseling groups actually had •uf- licient exposu re to tru ly be considered under the treatment condition of counseling. By measuring t he independent va r iab le, the resca,·che r ca 11 also dete rmine whe th c,· expo sure to some form of therapeu t ic relat ionship wit h the ca•c manager contam111ated the com parison group. fo conduct a manipulation check hke this, the researcher mit\ht decide to administe r the Workin g i\llhm ce Inventory (l torvath & Green berg, 1989), which ascertains th ree elements of t h erapeutic relationsh ips: go•l orientn tion. t ask 65 66 Pt.n1 I • Q uMmlt. n ·; c APIRUA<: uts: Fo u :.JOAtiONS Of Ot.rA Com CliON directedness, and bo nding. T he Single-System Studies Mark A. Mattaini ocial work practice at all system levels involves action leading to behav- ioral or cul tural change. The primary role of social work research is to provide knowledge that contributes to such professional action. vVhile descriptive resea rch about human and cultural conditions, as discussed elsc·where in this volume, can be valuable fo r guiding professional acti on, know ing how to most effectively support change is critical for practice. A central qu estion for social work research, therefore, is what works in practice, what works to address what goals and issues, with what populations, under wha t contextual conditions. While descriptive research ca11 suggest hypotheses, the only way to really determ in e howweU any fo rm of practice works is to test it, under the most rigorous conditions possible. Experimen tal research is therefore criti cal for advancin g social work practice. Unfon·tunately, only a small proportion of soc ial work research is experimental (Thyer, 200 I). Experiment al research is of two types, group experiments (e.g., randomized clinical trials [RCTs]) and single-system research (SS R, also commonly referred to as single case resealfch, N of 1 research, o r interrupted time-series experiments). Si ngle-system experi- mental research, however, has often been un deremphasi zed in social work, in part because of limited understanding of the logic of natural science among social scientists and wcial workers. SSR is experimental research; its purpose, as noted by Horner and colleagues (2005 ), is to document causal, or functional, relationships between independent and dependent variables (p. 166). The methodology has been used with all system levels-micro, mezzo, and macro-m aking it wid ely appl iCable for studying social work concerns. For example, Moore, Delaney, and Dixon (2007) studied ways to enha nce quality of life for quite impaired patients with Alzheimers disease using singl e-system methods and were able to both individualize interven tions and produce generalizable knowledge from their study in ways that perhaps no other research strategy could equa l. In another example, Serna, Schumaker, Sherman, and Sheldon (1991) worked to improve family interactions in families with preteen and teenage children. The first several interven tions they attempted (interventions that are common in social work practice) fa iled to produce changes that generalized to homes. Single-system procedures, however, allowed them to rigorously and sequentially test multiple approaches until an adequately powerful intervention strategy was refi ned. (Note that Lhis would be impossible using group methods without under- mining the rigor of t he study.) 241 242 PART II • QUANTITATIV( APPROACHES: TYPES OF S TUDIES Turning to larger systems, single-system designs can be used, for example, to examine the relative effects of different sets of organizational anReproduced with permission of the copyright owner. Further reproduction prohibited without permission. A Preliminary Examination to Identify the Presence of Quality Indicators in Single-subject Research Tankersley, Melody;Cook, Bryan G;Cook, Lysandra Education & Treatment of Children; Nov 2008; 31, 4; ProQuest Central pg. 523 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. 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Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction pRubric Detail   A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubrics layout. Content Top of Form Name: SOCW_6311_Week3_Assignment_Rubric · Grid View · List View  Show Descriptions  Show Feedback Responsiveness to Directions-- Levels of Achievement: Excellent 17.28 (27.00\%) - 19.2 (30.00\%) Paper fully addresses all instruction prompts. Good 15.36 (24.00\%) - 17.088 (26.70\%) Paper addresses most of the instruction prompts; however, one or more prompts may have been insufficiently addressed. Fair 13.44 (21.00\%) - 15.168 (23.70\%) Paper addresses some of the instructions prompts, but may have missed several prompts or did not sufficiently address the majority of prompts. Poor 0 (0.00\%) - 13.248 (20.70\%) Paper does not address the majority of instruction prompts and/or insufficiently addresses all instruction prompts. Content-- Levels of Achievement: Excellent 17.28 (27.00\%) - 19.2 (30.00\%) Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. Paper demonstrates exemplary critical thought. Good 15.36 (24.00\%) - 17.088 (26.70\%) Paper demonstrates a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas. Paper demonstrates good critical thought. Fair 13.44 (21.00\%) - 15.168 (23.70\%) Paper demonstrates a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Paper demonstrates some critical thought. Poor 0 (0.00\%) - 13.248 (20.70\%) Paper demonstrates poor understanding of the concepts and key points of the text(s) and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings. Paper demonstrates poor critical thought. Competency: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities – Skills-- Levels of Achievement: Excellent 2.88 (4.50\%) - 3.2 (5.00\%) Student demonstrates an excellent ability to create a single system design. Student describes a well thought out evaluation plan that accurately identifies target outcomes and appropriate measures. Good 2.56 (4.00\%) - 2.848 (4.45\%) Student demonstrates a good ability to create a single system design. Student describes a thought out evaluation plan that accurately identifies target outcomes and appropriate measures. Fair 2.24 (3.50\%) - 2.528 (3.95\%) Student demonstrates an 5 Title of the Paper in Full Student Name Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University COURSE XXX: Title of Course Instructor Name Month XX, 202X Title of the Paper in Full When you download a Walden template, the first action is to save it locally to your computer using the Save As command. You will want to make sure that you are moving the document to a new location on your computer when you Save As. Documents should not be maintained in the Download folder. When you are ready to use the template for a paper, you will open the template, and immediately Save As giving the document a new name. Once you have renamed the document, you can safely use the Save command for saving the document as you write. APA format and college-level writing can be difficult for many students returning to school after several years away from academia. An abstract is typically not required for the short papers that undergraduates write, so an abstract page is not included in this template but can be added if needed (you can find a version with the abstract on our General Templates page ). The references page shows some sample references for sources such as webpages, books, journal articles, and course videos. Below follows some advice for writing your paper and adhering to APA standards. Your introductory paragraph and every paragraph that follows should have a minimum of three sentences, with an average of four to five and no more than seven sentences. The last sentence of your opening paragraph should be the thesis statement , which summarizes the purpose of the assignment and how you intend to address it. The sentences preceding your thesis statement should simply provide background that contextualizes your thesis for readers. Each paragraph should begin with a topic sentence , which summarizes the paragraph’s main argument or idea. Also, the last sentence (or lead-out) of each paragraph should be a transition statement that connects what you discussed in that paragraph and what is to come in the next one. In the middle of each paragraph, you should cover something with your own thoughts, and in a separate sentence, provide a sentence paraphrased from a source with an in-text citation at the end. The source may back up your opinion, or give an alternative viewpoint, or even simply provide some background. See the Writing Center’s webpage on paragraphs for further advice. Try to use paraphrases instead of direct quotations when possible, only quoting when the meaning of the idea or excerpt would be lost if you paraphrase it. All information from sources, whether paraphrased or quoted, need to be cited. Citations should be in parenthetical or narrative citation format and include the last name(s) of the author(s) or name of the organization that published the material, year of publication, and a page or paragraph number for quoted material. Each source cited in your paper, unless it is a personal com