Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION QUESTIONS, requi.docx

Actions for AFRICAN AMERICA LIT, WK 8 DISCUSSION
QUESTIONS, requiring complete coherent competent college
level answers. Seeking A grade and solicitation of intellectual
exchange regarding responses to answerers with also count
towards grade?
Week 8 DQ 1
Actions for Week 8 DQ 1
Alice Moore Dunbar Moore was married to Paul Laurence
Dunbar, but their poetry differed. Moore was interested in
political issues, but she was also interested in issues concerning
gender. Choose one of her writings, and focus on issues
pertaining to women. Take a stance, provide textual evidence
and analysis to support your stance about her literature.
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Week 8 DQ 2
Paul Laurence Dunbar's "We Wear the Mask", is one of the most
anthologized poems in American literature. Take a stance on the
poem. Provide textual evidence and analysis to support your
stance.
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Week 8 DQ 3
At the center of "Turn Me to My Yellow Leaves," Braithwaite
makes an assertion that resonates with virtually every
antebellum slave narrative and many after Emancipation: "I,
who never had a name." Review the conventions of the slave
narrative by examining at least one such text included in the
Norton Anthology of African American Literature and explore

ways that this poem, which cites no other reference to bondage,
can be read as representative of the slave narrative tradition.
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Week 8 DQ 4
Discuss the theme of sexual and economic exploitation of
women in " The Scarlet Woman."
Prospectus Rewrite/ALIGNMENT GUIDELINES.docx
ALIGNMENT GUIDELINES
· LCU is very picky in that Problem Statement, Purpose, and
RQ1 all need to be in direct alignment.
· Alignment means that all of these items line up directly in
their language and substance. This is accomplished by literally
cutting and pasting. Start with your Problem Statement. Do not
worry about flowery language. Make them simple and clear.
· Then you take that Problem Statement, add a question mark,
and that is your RQ1. Required.
· You can then separate, deliniate, do whatever for RQ2 through
RQ87.
· For your Purpose, you follow this formula - methodology +
design + problem statement + population + location.

TWO EXAMPLES:
EXAMPLE A:
Problem Statement:
It is not known how structural empowerment may affect online
nurse faculty empowerment and retention when utilized by
nursing program directors to identity and address barriers to
teaching online.
Q1:
How does structural empowerment may affect online nurse
faculty empowerment and retention when utilized by nursing
program directors to identity and address barriers to teaching
online?
Purpose:
This qualitative, multiple case study will investigate how
structural empowerment may affect online nurse faculty
empowerment and retention when utilized by nursing program
directors to identity and address barriers to teaching online in
the United States.
EXAMPLE B:
Title: Exploring Leadership Styles and Employee Job
Satisfaction level in a non-profit organization in the Caribbean
Islands.
Problem Statement: It is not known if and to what degree a
relationship exists between leadership styles and employee job
satisfaction level in a non-profit organizations in the Caribbean
islands.
Purpose: The purpose of this quantitative, non-experimental,
correlation research study is to explore if and to what degree a
relationship exists between leadership styles and employee job
satisfaction level in a non-profit organization in the Caribbean

islands.
R1: If and to what degree does a relationship exists between
leadership styles and employee job satisfaction level in a non-
profit organization in the Caribbean islands?
Prospectus Rewrite/Prospectus.06132016.MASP.docx
Dissertation Prospectus
How do parents manage the education of their child with Autism
Spectrum Disorder?
Submitted by
Ccccccc Xxxxxxxxs
Home Town University
Any Town USA
September 15, 2016
Great topic.
My concern is with the alignment throughout. The stage is not
set with this study within this document. I want you to really
focus on the topic – managing the education of a child with
autism. Why is this needed? What has been done? What
background information is about managing the education (not
about this disorder or related issues)? Really start by defending
your study. Then focus on how you will do it. This is not clear
throughout. Also, please pay attention to the criteria within
each section to make sure it is there, and extra information is
not.
Once this alignment is fixed, I am confident the remaining
concerns will fall into place.
Please see comments throughout.
Best,
J. Pressman, PhD, MLIS

Introduction
In the recent years, there has been an increase in the prevalence
of Autism Spectrum Disorder (ASD). When parents receive an
educational determination of autism for their child, both parents
have the potential to be asymmetrically influenced. The
“opportunity cost” to families of children with autism are
defined as the alternatives experiences that foregone in terms of
personal, social, and economical stressors (Amendah, Grosse,
Peacock, and Mandell, (2011). A child diagnosed with an ASD
can exhibit behaviors or actions that are overwhelming for a
parent. Children with an autism spectrum disorder (ASD) have
many exacerbated behaviors that can increase a parent’s
frustration. Comment by Pressman, Melissa Singer: Not
clear how this is related. I would envision this focusing on
education of children with ASD and how it is managed.
A notable collection of research exists that reveals that
overexertion can often occur when parenting a child with an
ASD (Laxman, McBride, Jeans, Dyer, Santos, Kern, Sugimura,
Curtiss, & Weglarz-Ward, 2014). There are a number of studies,
on parental stressors in mothers and fathers of children with
ASD (Laxman et al., 2014). However, there is very little
research on how parents manage the education of their child
with an Autism Spectrum Disorder. This qualitative study will
employ the use of a set of in-depth case studies, conceptualized
within the social theory of symbolic interaction, to generate a
solid narrative around familial factors related to parenting a
child on the Autism Spectrum.. Comment by Pressman,
Melissa Singer: What is there? How does it relate? How does
it assist in defining the gap?
Criteria (Required Components): score 0-3
Learner Self-Evaluation Score
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Chair or Reviewer Evaluation Score
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Methodologist or Reviewer Evaluation Score
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Introduction
This section briefly overviews the research focus or problem,
why this study is worth conducting, and how this study will be
completed.
The recommended length for this section is one paragraph.
1. Dissertation topic is introduced.
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1.5
2. Describes how the study extends prior research or fills a
“need” or “defined gap” from current literature.
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1
NOTE: This Introduction section elaborates on Point #1(the
Topic) from the 10 Strategic Points. This Introduction section
provides the foundation for the Introduction section in Chapter
1 of the Proposal.
NOTE: When writing this section ensure it has a logical flow,
as well as uses correct paragraph structure, sentence structure,
tense, punctuation, and APA format.
Comments from the Evaluator:
Background of the Problem
Autism spectrum disorder (ASD) is a combination of multiple
neurodevelopmental disorders that is comprised of autism,
Asperger disorder, and pervasive developmental disorder not
otherwise defined (American Psychiatric Association, 2013).
Infants who have ASD exhibit moderate to rigorous impairments
in social synergy and communication along with limited,
repetitive behaviors, and defined peculiar kind of behaviors,
activities, and interests typically unfolding before a child

reaches three years old (Boyle, Boulet, Schieve, Cohen,
Blumberg, & Yeargin-Allsopp, 2011; Dingfelder, & Mandell,
2011; Delmolino, & Harris, 2012).
Most current reports from the CDC estimates that 1 in 68
children were identified with an ASD. This data comes from the
ADDM Network, which estimated the number of 8-year-old
children with ASD living in 11 communities throughout the
United States in 2010 (Centers for Disease Control, 2012).
Comment by Pressman, Melissa Singer: This is a good
start on the background, but you need to introduce your study
topic as well…
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Background of the Problem
The background section explains both the history of and the
present state of the problem and research focus.
The recommended length for this section is two-three
paragraphs.
1. Identifies the “need,” or “defined gap” that will lead to the
research problem statement in a following section. Citations
from the literature in the last 5 years describe the problem as a
current “need” or “gap” for further research.
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2. Discusses how the “need” or “defined gap” has evolved
historically into the current problem or opportunity to be
addressed by the proposed study.
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1
3. ALIGNMENT: The problem statement for the dissertation
will be developed from and justified by the “need” or “defined
gap” that is described in this section and supported by the
Literature.
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NOTE: This Background of the Problem section uses
information from Point #2 (Literature Review) in the 10
Strategic Points. This Background of the Problem section
becomes the Background of the Study in Chapter 1 in the
Proposal. It is then expanded to develop the comprehensive
Background to the Problem section in Chapter 2 (Literature
Review) in the Proposal.
as well as, uses correct paragraph structure, sentence structure,
Theoretical Foundations and Review of the Literature/Themes
Autism spectrum describes a range of conditions classified as
neurodevelopmental disorders in the fifth revision of the
American Psychiatric Association's Diagnostic and Statistical
Manual of Mental Disorders 5th edition (DSM-5, 2013).
Features of these disorders include social deficits and
communication difficulties, stereotyped or repetitive behaviors
and interests, sensory issues, and in some cases, cognitive
delays. Children with Asperger’s disorder or high functioning
autism may not be identified until late preschool or early school
age, when school personnel or others notice difficulties with
peer interactions, abstract language demands, and/or behavior
(Vissersa, Cohena, & Geurts, 2012). These discrepancies
highlight the need for more effective early identification of

young children with ASD.
The aim of this study is to develop substantive theory about
how parents manage the education of their child diagnosed with
an Autism Spectrum Disorder. An in-depth case study,
conceptualized within the idiographic approach will be used.
Case study is an in-depth investigations of a single person,
group, event or community. Typically, data are gathered from a
variety of sources and by using several different methods (e.g.
observations & interviews). The case study method often
involves simply observing what happens to, or reconstructing
‘the case history’ of a single participant or group of individuals
(such as how parents manage the education of their child with
ASD over time. The case study approach is useful to this
research because there is a need to obtain an in-depth
appreciation of the issue, event or phenomenon of interest, in its
natural real-life context in “how parents manage the education
of their child with ASD” over time (Yin, 2013). Comment by
Pressman, Melissa Singer: You are not developing a theory.
Comment by Pressman, Melissa Singer: Please take a look
at how this is done in example Prospectus documents. I would
expect to see a detailed discussion of the theory you will base
your study on, as well as abbreviated discussions of any themes,
complete with cited references and a brief description of how it
relates to your study.
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Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(s) or model(s) that provide the
foundation for the research. This section should present the
theory(s) or models(s) and explain how the problem under
investigation relates to the theory or model. The theory(s) or

models(s) guide the research questions and justify what is being
measured (variables) as well as how those variables are related
(quantitative) or the phenomena being investigated (qualitative).
Review of the Literature
This section provides a broad, balanced overview of the existing
literature related to the proposed research topic. It describes the
literature in related topic areas and its relevance to the proposed
research topic findings, providing a short one-two sentence
description of each theme/topic and identifies its relevance to
the research topic supporting it with at least one citation from
the literature.
The recommended length for this section is two-three
paragraphs
1. Theoretical Foundationssection identifies the theory(s),
model(s) relevant to the variables (quantitative study) or
phenomenon (qualitative study). This section should explain
how the study topic or problem coming out of the “need” or
“defined gap” in the Background to the Problem section relates
to the theory(s) or model(s). (One paragraph)
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2. Review of the Literature Themes/Topics section: This section
lists the major themes or topics related to the research topic. It
provides a short one-two sentence description of each
theme/topic and identifies its relevance to the research topic
supporting it with at least one citation from the literature. (One
or two sentences per theme/topic).
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3. ALIGNMENT: The Theoretical Foundations models and
theories need to be related to and support the problem statement
or study topic. The sections in the Review of the Literature are

topical areas needed to understand the various aspects of the
phenomenon (qualitative) or variables/groups (quantitative)
being studied; to select the design needed to address the
Problem Statement; to select surveys or instruments to collect
information on variables/groups; to define the population and
sample for the study; to describe components or factors that
comprise the phenomenon; to describe key topics related to the
study topic, etc.
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NOTE: The two parts of this section use information from Point
#2 (Literature Review) from the 10 Strategic Points.This
Theoretical Foundations section is expanded upon to become the
Theoretical Foundations section in Chapter 2 (Literature
Review). The Theoretical Foundations section is also used to
help create the Advancing Scientific Knowledge section in
Chapter 1. This Review of Literature Themes/Topics section is
expanded upon to provide the Review of the Literature section
in Chapter 2 (Literature Review). The Review of the
LiteratureThemes/Topics section is also used to provide the
basis for the Significance of the Study section in Chapter 1.
The population will be selected from south east region of Texas
comprising of thirteen parents of children with ASD Problem
Statement
It is not known how parents manage the education of their
children with an autism spectrum disorder. Children with ASD
have extraordinary demanding task in socialization and
interaction with others (Alquraini, & Gut, 2012) due to gross
neurological dysfunction which impairs the functioning of their

brains. It is not known how parents manage the education of
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. As a result, the purpose of
this qualitative case study is to explore and define how parents
manage the education of their children with an autism spectrum
disorder in North West region of ProjectAutism.org in Houston
Texas. The case study approach is useful to this research
because there is a need to obtain an in-depth appreciation of the
issue, event or phenomenon of interest, in its natural real-life
context in “how parents manage the education of their child
with ASD” over time (Yin, 2013). Comment by Pressman,
Melissa Singer: repeat Comment by Pressman, Melissa
Singer: Is this another name for it? Do not introduce new
themes or disorders. If the same, mention earlier. Comment by
Pressman, Melissa Singer: Goes under Purpose
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Problem Statement
This section includes the problem statement, the population
affected, and how the study will contribute to solving the
problem. Comment by Pressman, Melissa Singer: None of this
is mentioned. It needs to be.
1. Presents a clear declarative statement that begins with either:
“It is not known how or why…” (qualitative),

or
“It is not known if or to what degree/extent…” (quantitative).
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2. Clearly describes the magnitude and importance of the
problem, supporting it with citations from the literature.
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3. ALIGNMENT: The problem statement is developed from and
justified by the “need” or “defined gap” defined by the
Literature that is discussed in the Background to the Problem
section above.
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NOTE: This section elaborates on Points #3 (Problem
Statement) from the 10 Strategic Points. This section becomes
the foundation for the Problem Statement section in Chapter
1(and other Chapters where appropriate) in the Proposal.
tense, punctuation, and APA format
Comments from Evaluator:
Research Question(s) and Phenomenon
The purpose of this case study is to understand, describe,
develop, and discover the central phenomenon of the study for
the participants at ProjectAutism.org in Houston Texas. The
researcher will ask two central questions as stated below R1 and
R2 followed by no more than ten sub questions. A few sub
questions succeed each general central question; the sub
questions narrow the focal point of the research but leave open
the questioning. This method is well within the limits set by
Miles, Huberman and Saldana (2014), who recommended that

investigators write no more than a dozen qualitative research
questions in all (central and sub questions).
In order to achieve the intended purpose of this research, the
researcher will be guided by the following questions:
Phenomenon. Curricula decisions made by parents
R1: How do parents mange the education of their child with
Autism Spectrum Disorder?
R2: How does parental participation support the education of
their child with Autism Spectrum?
The research will study how parents manage the education of
their child with autism spectrum disorder. An empirical inquiry
that investigates the phenomenon within its real-life context. In
the human sphere this normally translates into gathering ‘deep’
information and perceptions through inductive interviews,
discussions and participant observation, and representing it
from the perspective of the research participant(s).
Alignment is an important issue in this research project because
how parents manage the education of their child with autism
spectrum disorder questions are derived from the research
purpose. R1: How do parents mange the education of their child
with Autism Spectrum Disorder further distill the purpose by
more clearly focusing the research purpose, and the purpose
provides clues to the type of research design (Miles, Huberman
& Saldana 2014). The research questions, will be further
narrowed as the project moves forward, to be clearly related to
the research design. R1 and R2, are clearly aligned to sustain
the research.
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Research Question(s) and/or Hypotheses
This section narrows the focus of the study and specifies the

research questions to address the problem
statement. Based on the research questions, it describes the
variables or groups and their hypothesized
relationship for a quantitative study or the phenomena under
investigation for a qualitative study.
(2-3paragraphs)
· The recommendation is a minimum of two research questions
along with related hypotheses and variables is required for a
quantitative study.
· Also recommended is a minimum of two research questions
along with the phenomenon description is required for a
qualitative study.
Put the Research Questions in the appropriate Table in
Appendix B based on whether the study is qualitative or
quantitative.
1. Qualitative Designs: States the research question(s) the study
will answer, and describes the phenomenon to be studied.
or
2. Quantitative Designs: States the research question(s) the
study will answer, identifies the variables, and presents the
hypotheses.
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3. ALIGNMENT: The research questions are based on both the
Problem Statement and Theoretical Foundation model(s) or
theory(s). There should be no research questions that are not
clearly aligned to the Problem Statement.
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NOTE: This section elaborates on Points #5 (Research
Questions) & #6Hypothesis/variables or Phenomena) from the
10 Strategic Points. This section becomes the foundation for the
Research Question(s) and/or Hypotheses section in Chapter 1 in
the Proposal.

Significance of the Study
How parents manage the education of their child with
Autism Spectrum Disorders (ASD) relates to other studies in the
background and problem statement because the recent public
debate has focused on relatively few questions - almost
exclusively on the hypothesized links between the combined
measles, mumps and rubella (MMR) vaccination of bowel
disorders and autism. Because of the important public health
implications of any such link, several expert groups and reports
have considered these particular issues in detail (Jain, Marshall,
Buikema, Bancroft, Kelly, & Craig, 2015). While they
acknowledge that there are interesting findings, they have found
no persuasive evidence for such links. (American Psychiatric
Association 2013). Comment by Pressman, Melissa Singer: I
do not see how this relates.
Parents need specific training in autism education, so that
children on the spectrum are able get the best help out of his or
her classroom experiences (Todd, Beamer, & Goodreau, 2014).
The research will contribute to the conceptual framework in the
context of the strengths, concerns, values, and preferences of
the child with an ASD and his or her support network. This
network includes the family, the professional team, and
available community resources. The project will play an
important role in summarizing and synthesizing the knowledge
base on ASD interventions providing parents with the most
current evidence to guide intervention planning and
implementation. As Pajareya, and Nopmaneejumruslers, (2011)
suggests, every child is going to be different and parents have
to be able to adjust with every one of them. The outcome of this
research will be very relevant to the advancement of policies
concerning parents trying to educate their child with ASD in

United States of America. Comment by Pressman, Melissa
Singer: Another topic. Should not be included here.
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Significance of the Study
This section identifies and describes the significance of the
study and the implications of the potential results based on the
research questions and problem statement, hypotheses, or the
investigated phenomena. It describes how the research fits
within and will contribute to the current literature or body of
research. It describes potential practical applications from the
research.
1. Describes how the proposed research will contribute to the
Literature, relating it specifically to other studies from the
Background to the Problem and Problem Statement above.
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2. Describes how the proposed research will contribute to the
literature on the selected theory(s) or model(s) that comprise the
Theoretical Foundation for the study.
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3. Describes how addressing the problem will have practical
value for the real world considering the population, community,
and/or society.
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4. ALIGNMENT:
Part 1 is based on specific studies from the Background to the
Problem and Problem Statements sections above and identifies
how this research will contribute to that Literature. Part 2 is
based on specific model(s), theory(s) or variables from the
Theoretical Foundations section above and identifies how this
research will contribute to the knowledge on those model(s) or
theory(s). Part 3 reflects on potential practical applications of
the potential research findings based on Literature in the field
of practice.
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NOTE: This section does not directly come from any section of
the 10 Strategic Points. However it does build on the
Background to the Problem, Problem Statement and Theoretical
Foundations sections that are developed from the 10 Strategic
Points. This section becomes the Significance of the Study
section in Chapter 1 in the Proposal.
Rationale for Methodology
The central goal of the qualitative methodology for this research
is to gather an in-depth understanding of human behavior and
the reasons that govern such behavior. Qualitative methods
examine the why and how of decision making, not just what,
where, when, or "who" (Saladana, 2012). A popular method for
this qualitative research is the case study (Yin, 2013) which
examines in-depth purposive samples to better understand the
phenomenon (e.g., family well-being and children with
intellectual disability; Glidden, (2012). It gathers information
that is not in numerical form. For example, diary accounts,
open-ended questionnaires, unstructured interviews and

unstructured observations. Qualitative research is useful for
studies at the individual level, and to find out, in depth, the
ways in which people think or feel (e.g. case studies Yin, 2013).
Typically, data are gathered from a variety of sources and by
using several different methods (e.g. observations &
interviews).
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Rationale for Methodology
This section clearly justifies the methodology the researcher
plans to use for conducting the study. It argues how the
methodological framework is the best approach to answer the
research questions and address the problem statement. It uses
citations from textbooks and articles on research methodology
and/or articles on related studies.
The recommend length for this section is one paragraph and
completion of Table 1 (quantitative) and/or Table 2 (qualitative)
in Appendix B.
1. Identifies the specific research methodology for the study
(quantitative, qualitative, or mixed).
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2. Justifies the research methodology to be used for the study by
discussing why it is the best approach for answering the
research question and addressing the problem statement. Uses
citations from original sources in the literature on the specific
research methodology to support the arguments. (NOTE: Books
such as those by Creswell, which are secondary sources
summarizing others approaches to research, may not be used as
sources in this section).

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3. ALIGNMENT: The selected methodology should be justified
based on the Problem Statement and Research Questions.
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NOTE: This section elaborates on the methodology part of Point
#7(Methodology and Design) in the 10 Strategic Points.
This section becomes the foundation for the Research
Methodology in Chapter 1 of the Proposal and the basis for
developing Chapter 3, Research Methodology.
tense, punctuation, and APA format
Nature of the Research Design for the Study
This qualitative study will use a case study research design.
This ensures that the issue is not explored through one lens, but
rather a variety of lenses which allows for multiple facets of the
phenomenon to be revealed and understood. When the approach
is applied correctly, it becomes a valuable method for health
science research to develop theory, evaluate programs, and
develop interventions (Hancock, & Algozzine, 2011). Case
study research empowers the researcher to investigate relevant
topics not readily covered by other designs. Denzin and
Lincoln, (2011) argue that human learning is best researched by
using qualitative data. In selecting a case study research
methodology, (Yin, 2013) suggests that it is proper to select
that paradigm whose assumptions are best met by phenomenon
being investigated. When the understanding of an event is a
function of personal interaction and perception of those in that
event, and the description of the processes that characterize the
event, qualitative approaches are more appropriate than

quantitative designs to provide the insight necessary to
understand the participants’ role in the event, and their
perceptions of the experience. Comment by Pressman, Melissa
Singer: Okay
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Nature of the Research Design for the Study
This section describes the specific research design to answer the
research questions and why this approach was selected. It
describes the research sample being studied as well as the
process that will be used to collect the data on the sample.
The recommend length for this section is one paragraph and
in Appendix B.
1. Identifies the specific type of research design chosen for the
study as well as a sample appropriate for the design. (e.g.,
Quantitative designs include descriptive/survey, correlational,
causal-comparative, quasi-experimental, and experimental.
Qualitative designs include case study, narrative, grounded
theory, historical, and phenomenological.) Although other
designs are possible, these are the designs GCU recommends
doctoral learners use to help ensure a doable study.
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2. Discusses why the selected design is the best design to
address the research questions as compared to other designs.
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3. ALIGNMENT: The selected Research Design should be

justified based on the research questions as well as the
hypotheses/variables (quantitative) or phenomenon
(qualitative). It should also be aligned with the selected
3Research Methodology.
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NOTE: This section also elaborates on the Design part of Point
#7 (Methodology and Design) in the 10 Strategic Points. This
section provides the foundation for Nature of the Research
Design for the Study in Chapter 1.
Comments from Evaluator:
Purpose of the Study
The purpose of this qualitative case study is to explore and
define how parents manage the education of their children with
an autism spectrum disorder in North West region of Houston
Texas. It is not known how parents manage the education of
their children with an autism spectrum disorder. Children with
ASD have extraordinary demanding task in socialization and
interaction with others (Alquraini, & Gut, 2012) due to gross
neurological dysfunction which impairs the functioning of their
brains. It is not known how parents manage the education of
their children with an autism spectrum disorder. Due to the in-
depth nature of the interviews, a range of 10 parents will be
selected to participate or until phenomenon under study
saturation is reached.
The case study approach is useful to this research because there
is a need to obtain an in-depth appreciation of the issue, event
or phenomenon of interest, in its natural real-life context in
“how parents manage the education of their child with ASD”

over time (Yin, 2013). In order to achieve the intended purpose
of this research, the researcher will be guided by the following
questions: Phenomenon. Curricula decisions made by parents. In
the early days equity and partnership was difficult to achieve as
schools started out in the dominant position as a result, parents
individually or collectively are rarely involved in curriculum
decisions and when involved serve in an advisory capacity only
when developing Individual Education Plan for the child (IDEA,
2012).
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The purpose statement section provides a reflection of the
problem statement and identifies how the study will be
accomplished. It explains how the proposed study will
contribute to the field.
The recommend length for this section is one paragraph.
1. Presents a declarative statement: “The purpose of this
_______study is….” that identifies the research methodology,
research design, target population, variables/groups
(quantitative), or phenomena (qualitative) to be studied, and
geographic location. It often includes a version of the Problem
Statement as a way to define the phenomenon or
variables/hypotheses.
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2. ALIGNMENT: The Purpose Statement includes: Research
Methodology, Research Design, and Problem Statement from
the previous sections. It also includes the target population,
which should be of sufficient size to provide a large enough

sample to complete the study and provide significant
(quantitative) or meaningful (qualitative) results.
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NOTE: This section elaborates on Points #8 (Purpose
Statement) in the 10 Strategic Points. This section becomes the
foundation for the Purpose of the Study in Chapter 1 of the
Proposal.
Sources of Data
A case study is an in-depth empirical investigation of the
situation to understand and answer the how and why questions
pertaining to the phenomenon of how parents manage the
education of their child with ASD in order to gain a holistic
view, observe the situation and gather valuable insights from
parents to explore the phenomena. The research design in the
study includes the collection of data and analyzing it to meet
the research objectives through concerned data collection
methods and techniques which takes the following aspects in
consideration: to devise the relevant questions upon which the
study proceeds, to identify what data is relevant, to have a clear
idea of what data is to be collected and finally to analyze the
given data according the research problem (Andres, 2012).
Comment by Pressman, Melissa Singer: What data
instruments will you be using?
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Instrumentation or Sources of Data
Describes, in detail, all data collection instruments and sources
(tests, questionnaires, interviews, data bases, media, etc.).
Discusses the specific instrument or source to collect data for
each variable or group (quantitative study). Discusses specific
instrument or source to collect information to describe the
phenomena being studied (qualitative study).
The recommend length for this section is one paragraph AND
in Appendix B.
1. Identifies and describes the types of data that will be
collected to answer each Research Question for a qualitative
study. Identifies the data that will be collected for each
Variable/Group in a quantitative study.
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2. Identifiestools, instruments, or databases to be used to collect
the data (e.g., observations, interviews, questionnaires,
documents, media (qualitative), standardized tests, surveys, and
databases (quantitative)). For a qualitative study, identify the
specific tools, instruments, or databases for each research
question in a qualitative study. For a quantitative study, identify
the name of the specific “validated” and “previously used in
quantitative research” survey or data source to be used to
collect data for each variable, providing a citation for the
instrument or data source.
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3. ALIGNMENT: Aligns with the Research Questions
(qualitative) or Variables (quantitative) previously described in
the Research Question(s) and Phenomena or Research

Questions, Hypotheses, and Variables section above.Identifies
and describes the data and data source that will be used to
answer each Research Question for a qualitative study.
Identifies, describes, and names the type of numerical data and
specific data collection instrument or source that will be used
for each variable and group in a quantitative study.
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NOTE: This section elaborates on Point #9 (Data Collection)
from the 10 Strategic Points.
This information is summarized high level in Chapter 1 in the
Proposal in the Nature of the Research Design for the Study
section. This section provides the foundation for
Instrumentation (quantitative) or Sources of Data (qualitative)
section in Chapter 3.
Data Collection methods
The data collection process in this study revolves around these
research questions R1: How do parents mange the education of
their child with Autism Spectrum Disorder? R2: How does
parental participation support the education of their child with
Autism Spectrum? In general, primary or secondary data
pertaining to these research questions will be used as a mode of
data collection process. These data’s will be collected from
parents of children with ASD who are chosen to participate in
the study. As in any typically case studies, this research
questions draw on multiple sources of data. Each source has its
strengths and its weaknesses, and the richness of the data source
base is derived largely from multi-facetted perspective yielded
by using different sources of evidence (Baškarada, 2014). Yin,

(2013) proposed whichever sources of evidence used, there are
three key principles of data collection that need to be observed:
Triangulation, Case Study Database and Chain of Evidence.
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Data Collection Procedures
This section details the entirety of the process used to collect
the data. It describes each step of the data collection process in
a way that another researcher could replicate the study.
Comment by Pressman, Melissa Singer: This section
describes the logistics of how you will do the study.
NOTE: It is recommended that the researcher get written
approval (or at the very least unofficial approval) to conduct
their research study in their selected organization. Ensure the
person (who is usually a school superintendent, school boards,
or corporate officer) providing approval is authorized by the
organization to grant approval for research. Do not assume your
organization will allow you to collect data since many
organization do not allow research to be completed within the
organization.
The recommended length for this section is two paragraphs.
1. Defines the target population and the expected sample size,
which comprises the people or organizations being studied, as
defined in the problem statement. For quantitative studies, it
justifies why the target population and expected sample size
(final number of people or organizations being studied for
which data will be collected) is large enough to produce
statistically significant results (quantitative) or meaningful
results (qualitative).

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2. Provides an overview the proposed step-by-step procedure to
collect data using the tools, instruments, or databases from the
section above. Includes the steps (e.g., obtaining initial
informed consent from participating organization; IRB review;
sample selection; groupings; protecting rights/well-being;
maintaining data security; sample recruitment; data collection
instruments and approaches; field testing instruments; notifying
participants; collecting the data, etc.) in a way another
researcher can replicate the study. Steps may be provided in a
list format.
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3. ALIGNMENT: Shows the steps and approach to collect data
for each and every data source identified in the Instrumentation
or Sources of Data section. Defines the sample as the set of
people or organizations being studied for which data will be
collected. The sample size must be correct for the type of
design selected to get statistically significant (quantitative) or
meaningful (qualitative) results.
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NOTE: This section elaborates on Points #4 (Sample and
Location) and #9 (Data Collection) in the 10 Strategic Points.
This section provides the foundation for the Data Collection
Procedures section in Chapter 3 in the Proposal. And it is
summarized high level in Chapter 1 in Nature of the Research
Design for the Study in the Proposal.

The population for this study will be selected from the southeast
region of the United States. An email will be sent out from
ProjectAutism .org data base to share with anyone who might be
interested in Research Opportunity for Parents of Children with
Autism Spectrum Disorders how they manage the education of
their child.
Parents of Children Diagnosed with Autism Spectrum Disorder
between 3 to 15 years of age, who exhibit unusual behavior due
to the difficulties they have responding to their environment.
Display high levels of vocal stereotypy that leads to
communication failure. Repetitive body movements such as
pacing, twisting, spinning or hand flicking. Can attend sessions
2- 5 days a week. Due to the in-depth nature of the interviews, a
range of 10 parents will be selected to participate or until
phenomenon under study saturation is reached
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This section details the entirety of the process used to collect
the data. It describes each step of the data collection process in
a way that another researcher could replicate the study.
NOTE: It is recommended that the researcher get written
approval (or at the very least unofficial approval) to conduct
their research study in their selected organization. Ensure the
person (who is usually a school superintendent, school boards,
or corporate officer) providing approval is authorized by the

organization to grant approval for research. Do not assume your
organization will allow you to collect data since many
organization do not allow research to be completed within the
organization.
The recommended length for this section is two paragraphs.
4. Defines the target population and the expected sample size,
which comprises the people or organizations being studied, as
defined in the problem statement. For quantitative studies, it
justifies why the target population and expected sample size
(final number of people or organizations being studied for
which data will be collected) is large enough to produce
statistically significant results (quantitative) or meaningful
results (qualitative).
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3
5. Provides an overview the proposed step-by-step procedure to
collect data using the tools, instruments, or databases from the
section above. Includes the steps (e.g., obtaining initial
informed consent from participating organization; IRB review;
sample selection; groupings; protecting rights/well-being;
maintaining data security; sample recruitment; data collection
instruments and approaches; field testing instruments; notifying
participants; collecting the data, etc.) in a way another
researcher can replicate the study. Steps may be provided in a
list format.
3
3
6. ALIGNMENT: Shows the steps and approach to collect data
for each and every data source identified in the Instrumentation
or Sources of Data section. Defines the sample as the set of
people or organizations being studied for which data will be
collected. The sample size must be correct for the type of
design selected to get statistically significant (quantitative) or
meaningful (qualitative) results.

3
3
NOTE: This section elaborates on Points #4 (Sample and
Location) and #9 (Data Collection) in the 10 Strategic Points.
This section provides the foundation for the Data Collection
Procedures section in Chapter 3 in the Proposal. And it is
summarized high level in Chapter 1 in Nature of the Research
Design for the Study in the Proposal.
Data Analysis Procedures
Recording will be done concurrent with data collection if
possible, or soon afterwards, so that nothing gets lost and
memory doesn’t fade. The investigator should collect by
gathering together information from all sources and
observations. Make photocopies of all recording forms, records,
audio or video recordings, and any other collected materials, to
guard against loss, accidental erasure, or other problems.
Organizing data in ways that make them easier to work with.
The final advance preparation step is to select a pilot site and
conduct a pilot test using each data gathering method so that
problematic areas can be uncovered and corrected. Researcher
need to anticipate key problems and events, identify key care
givers, prepare letters of introduction, establish rules for
confidentiality, and actively seek opportunities to revisit and
revise the research design in order to address and add to the
original set of research questions curricula decisions made by
parents. R1: How do parents mange the education of their child
with Autism Spectrum Disorder? R2: How does parental
participation support the education of their child with Autism

Spectrum?
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Data Analysis Procedures
This section describes how the data were collected for each
variable or group (quantitative study) or for each research
question (qualitative study). It describes the type of data to be
analyzed, identifying the descriptive, inferential, and/or non-
statistical analyses. Demonstrates that the research analysis is
aligned to the specific research design.
The recommend length for this section is one paragraph AND
in Appendix B.
1. Describes the analysis to examine each stated research
question and/or hypothesis. For quantitative studies, describes
the analyses including the inferential and/or descriptive
statistics to be completed. For qualitative studies, describes the
specific analytic approach appropriate for the Research Design
and each research question to be completed. In qualitative
research the different research questions may require different
approaches to doing qualitative data analysis, as well as
descriptive statistics.
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2. ALIGNMENT: For qualitative studies, there is a clear and
obvious alignment between each research question, data to be
collected, tool or data source, as well as data analysis to
understand/explain the phenomenon. For quantitative studies,
there is a clear and obvious alignment between each variable,

data to be collected, instrument or data source, as well as data
analysis for each hypothesis.
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3
NOTE: This section elaborates on Point #10 (Data Analysis)
from the 10 Strategic Points. This section provides the
foundation for Data Analysis Procedures section in Chapter 3 in
the Proposal.
Ethical Considerations
Researchers must recognize and appreciate the ethical
dimensions of research with human by their very nature.
Surveys and structured interviews have to be designed before
the research process starts. These two types of research method
typically use closed questions where parents must choose from
pre-defined options, most of the potential answers to questions
are known in advance. From an ethical perspective, this makes
it easier to get informed consent from parents because most
aspects of the survey and structured interview process are fairly
certain (NIH, 2012).
When writing the report, remove identifying information, such
as names and addresses, as soon as the data are tabulated to
ensure that the parents of the study that were interviewed or
observed will not be embarrassed by the research. Recruitment
of parents with an autistic child will be recruited through
Project Autism. Recruitment notice will be posted on the notice
board of Project Autism, and e-mails sent out to parents. The
letter will explain the purpose of the research, and provide a
brief description of the nature and extent of involvement, e.g.,
duration of participation and study procedures.

Researcher must submit a Site Authorization Application which
abides by all the rules and regulations of the application.
Researcher need to anticipate key problems and events, revisit
and revise the research design in order to address and add to the
original set of research questions curricula decisions made by
parents. R1: How do parents mange the education of their child
with Autism Spectrum Disorder? R2: How does parental
participation support the education of their child with Autism
Spectrum?
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Ethical Considerations
This section discusses the potential ethical issues surrounding
the research, as well as how human subjects and data will be
protected. It identifies how any potential ethical issues will be
addressed.
1. Discusses potential ethical concerns that might occur during
the data collection process.
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2. Describes how the identities of the participants in the study
and data will be protected.
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3. Describes subject recruiting, informed consent and site
authorization processes.
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4. ALIGNMENT: Ethical considerations are clearly aligned
with, and relate directly to the specific Data Collection
Procedures. This section also identifies ethical considerations
related to the target population being researched and
organization or location as described in the Purpose Statement
section.
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NOTE: This section does use information from any of the 10
Strategic Points.
This section provides the foundation for Ethical Considerations
section in Chapter 3 in the Proposal.
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Appendix A
The Ten Strategic Points
Topic
How parents manage the education of their child with an Autism
Spectrum Disorder.
Problem Statement
Children with ASD have exceptional challenge in socialization
and communication with others (Pringle, Colpe, Blumberg,
Avila, & Kogan, 2012) due to gross neurological disorder which
affects the functioning of the brain.
The aim of this study is to develop considerable theory about
how parents manage the education of their child diagnosed with
an Autism Spectrum Disorder. A series of in-depth case studies,
conceptualized within the social theory of symbolic interaction,
will be used to generate thick description and explanation.
Case study research allows you to examine relevant topics not
readily covered by other methods. Conversely, other
arrangements cover several topics better than does case study
research. The overall concept is that various research methods
serve equivalent functions. The unique nature of this study
lends itself in utilizing the case study method arises from at
least two circumstances. Yin, (20142013), asserts the case study
method is crucial when your research addresses either a
descriptive question (what happened?) or an explanatory
question (why or how did something occur?); in contradiction, a
well-designed research is required to begin inferring causal
relationships (e.g., whether a new education intervention
program had enhanced student performance), and a survey may
be beneficial at telling you how frequently something has

occurred.
Second, you may want to clarify an exigent circumstance, to get
a close (i.e., in-depth and first-hand) perception of it. The case
study approach encourages you to make straightforward, direct
observations and gather data in natural settings, contrasted to
relying on “acquired” data (Yin, 20142013)—e.g., test results,
parents, school and other statistics preserved by government
agencies, and answers to questionnaires. For example, education
audiences may need to understand a coping strategy which had
done an exceptionally great job, or about a favorable (or
unfavorable) intervention with undesirable outcomes (e.g.,
untrained special education teacher), or about everyday life in a
self-contained classroom. You could use other methods, but the
case study method will go far in serving your needs in providing
a suitable occasion for the researcher to procure a profound
holistic perspective of the research problem, and may facilitate
describing, interpreting and describing a research situation or
problem.
The proposed study will make several substantial and original
contributions to knowledge: This study will develop substantive
exploratory analysis in an area where no such theory presently
exists. The theory will lead to an understanding and explanation
of the situation faced by parents trying to educate their child
with an ASD. The theory will be relevant to the development of
policies concerning parents trying to educate their child with
ASD. This study will provide a unique, exploratory analysis of
quantifiable variable faced when trying to educate a child with
ASD.
Research Questions
The three central principles of symbolic interactionism guide
the initial set of general questions outlined below. The central
question is a comprehensive question that asks for an
exploration of the central phenomenon or concept in this study.
The researcher poses this question, consistent with the emerging
methodology of qualitative research, as a broad issue so as to
not limit the questioning. To arrive at this question, ask, RQ1.

How Autism Spectrum Disorder impact parents managing their
child’s education? RQ2. What extent does parental participation
help when trying to educate their child with an ASD?
Hypothesis/Variables or Phenomena
The intent is to investigate the complex set of circumstances
encompassing the central phenomenon and present the various
perspectives or meanings that participants hold.
The researcher will ask two central questions as mentioned
above R1 and R2 followed by no more than ten subquestions. A
few subquestions succeed each general central question; the
subquestions narrow the focal point of the research but leave
open the questioning. This method is well within the limits set
by Miles, Huberman and Saldana (2014), who recommended
that investigators write no more than a dozen qualitative
research questions in all (central and subquestions). The
subquestions, in turn, will become explicit questions employed
during interviews (or in discerning or when looking at
documents). In developing an interview guide or protocol, the
researcher might ask an ice breaker question at the start, for
instance, followed by nine or so subquestions in the study. The
interview would then end with an additional wrap-up or
summary question or ask, “Who should I turn to, to learn more
about how parents manage the education of their child with
ASD over time?” (Marshall, & Rossman, 2014).Creswell, 2013).
Literature Review
Research on the social repercussions on households possessing a
child with an ASD has attested that the child’s comportments
can be a continuous origin of mental stress to both siblings and
caregivers.
The emotional distress endured by parents has an opposite
correlation with the educational development of their offspring
with an ASD. Investigation into relevant academic options for
parents is compounded by the disparateness of the ailment and
present at the same time, place and pathological process that
occurs simultaneously with other contingencies that may also
manifest along with the ASD determination.

Woods, Mahdavi, and Ryan, (2013) concurred that a decade of
research into efficient academic practices for students with ASD
divulged six suitable practice core components: personalized
services and supports for students and parents; well-organized
instruction, structured/comprehensible learning settings,
specially designed curriculum content, practical approach to
difficult behavior; and family entanglement. There is inadequate
study regarding incorporation of students with an ASD in a
mainstream classroom. This study has unearthed that a few
students with ASD gain more from partially or completely
segregated classrooms depending upon their personal
characterization, advancement and the educational
circumstances they must negotiate with or without assistance.
Study into education of students with ASD in secondary school
settings has revealed that the most striking peculiarities of the
student’s autism are stressed during adolescent years, which can
alleviate severe academic and social difficulties.
Scanty research has been carried out on the study beyond the
level of secondary education conditions of students with ASD.
Students with general learning disabilities, psychiatric
maladies, tertiary research has been affirmed to be extremely
challenging. Anxiety and depression are usually reported
anxieties. A pluralist approach understands ASDs as involving a
variant range of cascading disrupted processes. (Chao, (2011;
Gallagher, & Varga, (2015). ). The more complicated the
requirements of the university experience is, usually result in
worsening the student’s education, conversation and social
interplay difficulties. These students frequently display a
paucity of comprehension of their personal education
requirements, inadequacy self-advocacy, abilities and appear
uncomfortable about revealing their circumstances because of
potential stigmatization; all of which conflict with their
capacity to solicit assistance. As a result, it is appropriate for
this researcher to generate longitudinal ethnographic study
which gives an insider viewpoint and theory to describe in what
manner parents cope with the education of their child with ASD

over some period.
Methodology and Design
This study will be carried out in a sequence of case studies
appraised by a series of in-depth case studies, conceptualized
within the social theory of symbolic interaction, to generate
thick description and explanation. This is an approach to
research involving this researcher to contact participants in
their natural setting to answer questions related to how the
participants manage the education of their child with an Autism
Spectrum Disorder. The study will form a concept within the
framework of sociological theory of interactionism and will
together employ autoethnographic and ‘constructivist’ grounded
theory approaches to accomplish the twofold purpose of
explaining: (a) theory describing how American parents handle
the education of their child with ASD over a period of time. (b)
An authoritative, reliable and in-depth comprehension of how
American parents handle the education of their child with ASD
over a period of time.
We need to know why the questions used in them are being
asked, instead of just focusing on the data they generate.
Sample and Location
The population was will be selected from south east west region
of United States where Project Autism operates in Houston
Texas. An online statistical calculator was used to determine an
appropriate sample size. In the school district where the study
will be conducted, there are approximately 65 total high
students with ASD. Therefore the sample size needed from this
population for this study is 56 with a confidence level of 95%
(showing significant at α =.05 level). The 95% confidence level
means that the researcher can be 95% certain of the respondent
results.
Data Collection
The researcher will use case study technique where parents are
capable of presenting their particular circumstances candidly as
to how they deal managewith the education of their child with
ASD over time. Interviews will be carried out as active

intercommunication between two (or numerous) families leading
to concerted, contextually based results (XuMengxuan, & Storr,
2012). Questions will be open-ended, and a moderately
unstructured interviewing method will be utilized. The
researcher will solicit consent to tape record such gatherings
and participants will be given a consent form as well as semi-
structured interview design antecedent in order for them to be
contemplative about their acknowledgments.
The use of multiple real-life cases to examine in depth and
which instruments and data gathering approaches to use will be
employed. Data collected will be qualitative, and carefully
selected tools to collect data will include surveys, interviews,
documentation review and observation in order to increase the
validity of the study. Careful discrimination at the point of
selection will help erect boundaries around the case.
Data Analysis
The analyses stage will rely on theoretical propositions and
other strategies, considers and employs analytic techniques,
explores rival explanations, and displays data (facts) apart from
interpretations (Yin, 20142013). The research will aim towards
analytical generalization, as opposed to statistical
generalization usually aimed at in quantitative studies.
Analytical generalization involves the extraction of abstract
concepts from each unit of analysis (Yin, 20142013). These
abstract concepts should link to the theoretical foundations and
be potentially applicable to other cases. It is important to note
that even purely quantitative studies presuppose some
qualitative knowledge; otherwise, the numbers would be
meaningless (Onwuegbuzie, Leech, & Collins, (2012).

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Gallagher S1, Varga S.

Appendix B
Variables/Groups, Phenomena, and Data Analysis
Instructions: Complete the applicable table to assist with your
research design. Use Table 1 for quantitative studies. Use Table
2 for qualitative studies. Use both tables for mixed method
studies. This table is intended to define how you will collect
and analyze the specific data for each research questions
(qualitative) and each variable (quantitative). Add additional
rows to your table if needed.
Table 1
Qualitative Studies
Research Questions: State the Research Questions that will be
used to collect data to understand the Phenomenon being
studied
Phenomenon:
Describe the overall phenomenon being studied by the research
questions
Sources of Data:
Identify the specific approach (e.g., interview, observation,

artifacts, documents, database, etc.) to be used to collect the
data to answer each Research Question
Analysis Plan: Describe the specific approach that will be used
to (1) summarize the data and (2) analyze the data.
1. RQ1. How Autism Spectrum Disorder impact parents
managing their child’s education?
2. RQ2. What extent does parental participation help when
trying to educate their child with an ASD?
In the recent years, there has been an increase in the prevalence
of Autism Spectrum Disorder (ASD). The emotional toll that
stems from parenting a child with ASD is created from basic
interaction with an average child, but what if the child is not
average or has a disability? Children with an autism spectrum
disorder (ASD) have many exacerbated behaviors that can
enhance a parent’s frustration.
Regrettably, the results of the research have not manifested in
substantial improvements in the circumstances.
Discovering methods of dealing with the educational process is
dire. As stated, the number of children with ASD is on the rise
(Frieden, Joffe, Cono, Richards, & Iademarco, 2014), and
school officials and teachers will be challenged to adequately
serve this growing population. Since current research does not
provide an adequate response to the issue, this study will serve
to explore this essential feature. One source of expertise, and
also anxiety, may be parental involvement.
Data serve as the foundation for a research study. In this
qualitative research, the relevant data will be derived from four
field-based activities: interviewing, observing, collecting and
examining (materials), and feeling. In doing interviews, the
contrast between structured and qualitative interviews will draw
special attention. Structured Interviews, Focus Group
Interviewing as a Method of Collecting Data. Triangulating
Observational Evidence with Other Sources.
Deriving Meaning from Observations, and Triangulating,
Observational Evidence with Other Sources. Collecting and
examiningcompilation of accumulated objects (documents,

artifacts, and archival records) related to the study topic.
The study will use documents to complement Field Interviews
and Conversations as well as recording.
Specific techniques, such as making constant comparisons,
being especially alert to negative instances, developing rival
explanations, and continually posing questions about the data
and to self as the researcher proceed analytically. Keeping,
organizing, and reviewing methodological notes or memos about
the analytic process at frequent times will be used.
Compiling Data is next step.The first phase is compiling by
putting them in some order as a database. The second phase
calls for breaking down the compiled data into smaller
fragments or pieces, which may be considered a Disassembling
procedure. The disassembling procedure will be repeated many
times as part of a trial-and-error process of testing codes.
Reassembling Procedure is the third phase will be considered.
The rearrangements and recombinations will be facilitated by
depicting the data graphically or by arraying them in lists and
other tabular forms.
The fourth is Reassembling Material phase involving using the
reassembled material to create a new narrative, with
accompanying tables and graphics where relevant, that will
become the key analytic portion of the draft manuscript.
The fifth and final phase is Concluding. It calls for drawing
conclusions from the entire study relating to the interpretation
in the fourth phase and through it to all of the other phases of
the cycle.
10

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