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    Exploratory Analysis of Quantifiable Variables

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    What are the four purposes of this chapter: (1) describe the research methodology of this study, (2) explain the sample selection, (3) describe the procedure used in designing the instrument and collecting the data, and (4) provide an explanation of the statistical procedures used to analyze the data.
    What is the Rational for Methodology?
    What are the samples of the study?
    Quantitative Instrumentation used?
    Data Collections Used?
    Method of Analysis Used?
    Summary

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    References and in text citations should be scholarly journals within the last five years only. Minimum references should be 25 APA citations. 20-25 pages required.

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    Dissertation Prospectus
    Introduction
    The purpose of this study is to examine the exploratory analysis of quantifiable variables of how parents deal with the education of their child with ASD. The four purposes of this chapter are to: (1) Describe the research methodology of this study,
    (2) Explain the sample selection,
    (3) Describe the procedure used in designing the instrument and collecting the data, and
    (4) Provide an explanation of the statistical procedures used to analyze the data.

    Theoretical Foundations and Review of the Literature/Themes
    It is more apparent that there is no one specific comprehensively efficacious educational method for all children with an ASD. Study has determined that the best programs are those that consolidate a mixture of accurately verified methods and are intended to address and promote the requirements of individual students and the experts and families with whom they are connected (Wong, C., Odom, S. L., Hume, Cox, Fettig, Kucharczyk, & Schultz, (2014). This places relatives, and primarily parents, in very severe conditions regarding the selection of suitable and effective educational methods regarding their individual child with an ASD. Consequently, there is a long-standing attitude by parents of children with an ASD of receiving instructional strategies and methods that lack effectiveness and proven efficacy (Bergen, 2013). The challenge then is how parents deal with the education of their child with an Autism Spectrum Disorder.
    Literature Review
    Autism is the nucleus disorder of the pervasive developmental disorders (PDDs) (World Health Organization 2014; American Psychiatric Association (2013), and manifest before the age of three years. Autism is, nevertheless, a dimension rather than a distinct class and is commonly recognized as a spectrum, along which children encounter differing degrees of complexity in the domains of social interaction, communication, and a leaning toward repetitive behaviors and lack of vision and creativity. Children with autism spectrum disorder (ASD) lack comprehension of how to start and respond to joint attention with other individual, have challenges in social timing of communication, and may not comprehend other people's aims as displayed through gestures and language, even though they may look affectionate and want to be with other individual socially. They have trouble with coordinating their responses, and with inhibition of repetitive behaviors and interests. Children with core autism have more serious challenges and are more prone to have associated learning difficulties, than those who have other diagnoses within the PDDs (e.g. Asperger syndrome).
    As a result, aggressive behaviors in children with autism spectrum disorders (ASD) often cause a great deal of difficulty for families. Hitting, kicking, biting, and throwing objects, and other behaviors common during a temper tantrum or meltdown can greatly increase parent stress (Sikora, Moran, Orlich, Hall, Kovacs, Delahaye, Clemons, & Kuhlthau, 2013). To make things worse, a vicious cycle can begin so that behavior problems increase stress and increased stress (together with fraying nerves and poorer parental responses to the behavior) result in even worse behavior problems.
    These students frequently display a paucity of comprehension of their personal education requirements, inadequate self-advocacy, abilities and appear uncomfortable about revealing their circumstances because of potential stigmatization; all of which conflict with their capacity to solicit assistance (Adcock & Cuvo, 2009; Steinbrenner, J.D. 2015). As a result, it is appropriate for this researcher to produce exploratory analysis of the effects of stress on specific quantifiable variables of research, that is, parents' ways of dealing with the education of their child with an Autism Spectrum Disorder. This will thus present an insider perspective in illustrating how parents deal with the education of their children with an ASD over time.
    Problem Statement
    Children with ASD have extraordinary demanding task in socialization and interaction with others (National Institute of Mental Health. 2010) due to gross neurological dysfunction which impairs the functioning of their brains. It is not known if or to what degree or extent that the exploratory analysis of effects of anxiety on parents dealing with educating their children with an autism spectrum disorder. Corresponding to American Psychiatric Association (2013), Autism Spectrum Disorders (ASD) or Pervasive Developmental Disorders (PDD) is described as uncompromising and pervasive impairment in manifold domains of development: communication skills, reciprocal social interaction skills, or the habitual stereotyped way of life, activities and interests (p.69). ASD is a group of lifelong disorders, which have no identified etiology or cure (Moss, & Howlin, 2009). There are five involved, usually rigorous, neurological disorders under the PDD classification where manifestations fluctuate considerably depending upon the developmental level and chronologic age of the child; including, Autistic Disorder, Rett's Disorder, Childhood Disintegrative Disorder, Asperger's Disorder and Pervasive Developmental Disorder Not Otherwise Specified (Including Atypical Autism). The research will guide the interpretation and understanding of the circumstances encountered by parents striving to teach, help, and inform parents, guide children or both on better ways to handle their special needs' children.
    Research Question(s) In order to achieve the intended purpose of this research, the researcher formulates key questions to guide the research, making sure that the research does not sway from the intended course. The study will answer, identifies the variables, and presents the hypotheses as follows:
    1. What are the necessary arrangements that parents can devise for the effective educational development of a child with ASD that limit anxiety generation?
    2. Does the noise level in the classroom contribute to the aggressive nature of a child with ASD?
    Hypothesis/Variables or Phenomena
    There are two types of variables; independent variable and dependent variables. An independent variable, as the name suggests, is a variable that stands alone and is not affected by the other variables you are trying to measure (Gravetter & Wallnau, 2013). Independent variable can causes a change in Dependent Variable, but the vise-versa is impossible. In the current research, the dependent and independent variables that the researcher will assess and analyze are as follows:
    The independent variable will be to put students in a noiseless classroom away from background noise.
    Condition A = Self-contained noiseless classroom. Condition B = Inclusion classroom sitting by the hallway.
    Dependent variable will be behavioral aggression problem.
    What are the appropriate arrangements needed in relationship to the educational development of the child with ASD?
    Hypothesis
    Alternate Hypothesis (H1): When dealing with a child with ASD, parents are required to have a lot of patience and understanding for the education development of their ASD children to be effective.
    Null Hypothesis (H0): When dealing with a child with ASD, they should be treated as other normal kids for their educational development to be effective.
    Alternate Hypothesis (H1): When we want to influence classroom arrangements and structure, there are factors that vary in importance but are crucial in ensuring good education for children with an ASD.
    Null Hypothesis (H0): When we want to influence classroom arrangement and structure, there are similar factors that are not crucial in ensuring good education for kids with an ASD.
    Significance of the Study
    The proposed research will make numerous valuable and original contributions to knowledge: This research will produce substantive evidence in an area where such ideas are lacking. Coping strategies, although now examined in terms of how one partner's coping relates to outcome variables for the other partner, is still viewed in terms of individual coping. This study will use a measure of coping that operationalizes coping strategies as an interaction between the two parents.
    Another important contribution this study will make is a conceptual shift away from viewing the couple relationship as the outcome. While many studies have conceptualized the stress of caring for a child with ASD as a predictor of marital outcomes, this study will consider the marital relationship as a resource of support.
    The proposed research will also offer information on different effective mechanism that can be useful to parents caring for their autistic children. The research will point to an explanation and understanding of the circumstances encountered by parents attempting to care of and educate their children with an ASD. The outcome of this research will be very relevant to the advancement of policies concerning parents trying to educate their child with an ASD in United States of America. This research will implement an exploratory analysis of the effects of stress on specific quantifiable variables of research which presents an insider viewpoint and theory to illustrate how parents deal with the education of their children with an ASD over time.
    Rationale for Methodology
    This research will be conducted as an exploratory data analysis to (Gravetter, & Wallnau, 2013) determine relationships among the explanatory variables, and assessing the direction and appropriate size of relationships between explanatory and outcome variables and detection of mistakes made by parents dealing with how to educate their child with ASD. In order to achieve conclusive results and the purpose of the study, the methodology of the proposed research would thus be guided by the following research questions:
    1. What are the necessary arrangements that parents can devise for the effective educational development of a child with ASD that limit anxiety generation?
    2. Does the noise level in the classroom contribute to the aggressive nature of a child with ASD?
    Viable Research Questions and Hypotheses
    The proposed research will employ a quantitative approach to data collection and throughout the research. The objective of this exploratory research is to identify key issues and key variables (Shields, & Rangarjan, 2013). The first research question: "What are the necessary arrangements that parents can devise for the effective educational development of a child with ASD that limit anxiety generation?" can be answered by observing responses to the survey and measuring the variable (sequences and structures support). The hypothesis is "Classroom Arrangements and structures support affects how parents view and educate their child with an ASD ". This directional hypothesis is measureable by determining whether and to what extent such arrangements support affects how parent view and educate their child with an ASD.
    The second question: "Does the noise level in the classroom contribute to the aggressive nature of a child with ASD?" can be also answered by observing responses to the survey and measuring the variable. In this case, the hypothesis is "noise level in the classroom is related to the aggressiveness nature of a child with ASD".

    Nature of the Research Design for the Study
    The aim of my research is to expand upon substantive theory about how parents deal with educating their child diagnosed with an Autism Spectrum Disorder. An Exploratory Data Analysis (EDA) with quantifiable Variables will be used. The main reason the researcher will use EDA: mistakes detection, checking of assumptions, introductory selection of ...

    Solution Summary

    (1) describe the research methodology of this study, (2) explain the sample selection, (3) describe the procedure used in designing the instrument and collecting the data, and (4) provide an explanation of the statistical procedures used to analyze the data.

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