Goforth, A., Rennie, B., Hammond, J., & Schoffer Closson, J. (2016). Strategies for data collection in social skills group interventions: A case study. Intervention in School and Clinic,51(3), 170-177. doi: 10.1177/1053451215585806

Goforth, Rennie, Hammond, and Schoffer discuss the difficulty in collecting data that proves the effectiveness of selected interventions. Moreover, the authors note that often data collection is an obstacle for practitioners workign to prove intervention effectiveness. Specifically, this article is focused on data collection in group intervention. Goforth and colleagues outline a case study to provide readers with an example of data collection and organization to prove effective group intervention. First, the authors discuss methods for collecting baseline data. They acknowledge that often times this is not a linear process and that sometimes once data has been collected practitioners will realize more data is needed.  Furthermore, they discuss the three main methods to data collection which are systematic direct observation, behavior rating scales, and pre- and posttests. Following this section, Goforth and colleagues discuss setting goals and monitoring progress.

I chose this article because I believe it is applicable to my future practice. The article provides a framework, and suggestions, regarding data collection techniques that will be useful to my own implementation of data collection, but also a great resource for me to help teachers with data collection. The article also addresses goal setting which is a large component of creating education plans within the school system. Again, this goal setting component is a great resource for me in future practice, but also a great resource for other professionals helping develop student’s education plans.

Reynolds, C. (1983). Test bias: In God we trust; All others must have data. Journal of Special Education, 17(3), 241-260. doi: 10.1177/002246698301700303

This article by Reynolds specifically focuses on racial and cultural test bias. Though it is an older article, it offers important insight into test bias and the impact it has upon careers, such as school psychology. More specifically, the article investigates research regarding the merits of cultural test bias. It provides an explanation of cultural test bias, which exists when racial or ethnic differences are exposed due to standardized testing. Importantly, the article notes that there is little evidence pointing towards bias in standardized testing. Reynolds also discusses problems that test bias can cause. Specifically, he discusses that tests in which results are skewed due to test bias are unfair for individuals using the tests to gain admission to school or employment. Moreover, the article discusses the implications of the cultural-test hypothesis on the practice of psychology. Historically, some of the concerns regarding standardized testing included the appropriateness for minorities, criticism of the standardization samples for minorities, examiner and language bias, and the validity in these tests accurately predicting important outcomes. In conclusion, the article suggests that test developers be more mindful to issues of bias and to appropriately review tests before publication.

Certainly, this topic is still relevant today. I chose this article because it depicts the impact of cultural test bias and how important it is to minimize bias in standardized testing. Additionally, it sheds light on the topic and its continued importance. Furthermore,  I think this article offers valuable insight into the history of standardized testing and how it has evolved. Furthermore, the discussion surrounding the challenges that the profession of psychology has faced in validating itself is interesting and continually applicable.

Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report,15(3), 754-760. Retrieved from http://nsuworks.nova.edu/tqr/vol15/iss3/19

Turner discusses qualitative interview design and investigates the ways in which professional can conduct interviews while employing a specific process to interview. The article acknowledges that this form of research can be difficult depending upon clinician experience. Specifically, the focus of this paper is on how to help novice interviewers conduct effective qualitative interviews. Turner articles that there are multiple ways in which one can obtain information in an interview format. The article discusses informal/conversational interviews, general interview guide approach, and standardized open-ended interview. The article also provides suggestions for conducting qualitative interviews and how to prepare, select participants, construct research questions and follow-up questions, and implement the interview. Finally, in brief, the article discusses how to interpret the data.

I selected this article because, as Turner stated in the title of the article, it provides a guide for novice researchers. It is a good guide for me to learn how to collect qualitative data from an interview as a novice interviewer. This article will help me in my future interviews, and provides me with a basic understanding of different interviewing approaches.

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Domain 9 Competency

Domain 9: Research and Program Evaluation