Please read instructions thoroughly!
This week, you will submit the annotation of a quantitative research article on a topic of your interest. Quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental are examples of types of research designs used in quantitative research.
An annotation consists of three separate paragraphs that cover three respective components: summary, analysis, and application. These three components convey the relevance and value of the source. As such, an annotation demonstrates your critical thinking about, and authority on, the source.
An annotated bibliography is a document containing selected sources accompanied by a respective annotation of each source. In preparation for your own future research, an annotated bibliography provides a background for understanding a portion of the existing literature on a particular topic. It is also a useful first step in gathering sources in preparation for writing a subsequent literature review as part of a dissertation.
Use the Walden library databases to search for one quantitative research article from a peer-reviewed journal on a topic of your interest.
Before you read the full article and begin your annotation, locate the methodology section in the article to be sure that the article describes a quantitative study. Confirm that one of the types of quantitative designs, such as quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental, was used in the study.
Annotate one quantitative research article from a peer-reviewed journal on a topic of your interest.
Provide the reference list entry for this article in APA Style followed by a three-paragraph annotation that includes:
A summary
An analysis
An application as illustrated in this example
Format your annotation in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment.
Babbie, E. (2017) Basics of social research (7th ed.). Boston, MA: Cengage Learning.
Chapter 3, “The Ethics and Politics of Social Research”
Qualitative Research Article
Jasso-Medrano, J. L., & López-Rosales, F. (2018). Measuring the relationship between social media use and addictive behavior and depression and suicide ideation among university students. Computers in Human Behavior, 87, 183–191. https://doi-org.ezp.waldenulibrary.org/10.1016/j.chb.2018.05.003
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
I have attached an example
1
2
Annotated Bibliography
Author Name
Walden University
RSCH 8110/7110/6110: Research Theory, Design, and Methods
Instructor Name
Due Date
Annotated Bibliography
A
utism researchers continue to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children with autism. Children have benefited from therapy sessions that provide ongoing activities to aid their ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and mental health of children with autism. The six articles I selected for this assignment present research on different types of therapeutic programs that have been used to promote social interactions in children with autism.
Annotated Bibliography
Wi
mpory, D. C., & Nash, S. (1999). Musical interaction therapy – therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103
Wi
mpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with autism spectrum disorder (ASD). The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the child developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that the child initiated spontaneously pretend play during these later sessions. After the introduction of music, the child began to develop appropriate language skills.
Si
nce the publication date for this case study is 1999, the results are dated. Although this study found that music interaction therapy is useful, emerging research in the field has undoubtedly changed in the time since this article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. Their focus means that others beyond these fields may not find the findings applicable to their work.
I
am interested in the role of music in therapy to foster social and mental health in children with ASD. Therefore, Wimpory and Nash’s research is useful to me for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Therefore, their case study can be useful to my research when paired with more recent research on the topic.
Conclusion
For the Week 10 Application assignment, include a one-paragraph conclusion that presents a synthesis of the six articles you annotated.
�An introduction paragraph is a helpful addition to your annotated bibliography to tell your reader about your topic of interest and the general context of your topic.
An introduction paragraph is not required for the Week 6 and Week 8 Application assignments.
An introduction paragraph is required for the Week 10 Application assignment; this single paragraph should provide context for why you selected the six research articles that you did.
�Each APA style-formatted reference entry should be followed by a three-paragraph annotation that includes (a) a summary of the source, (b) an analysis of the source, and (c) an application of the source.
�The first paragraph of the annotation is a � HYPERLINK “https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/summary” ��summary� of the source.
The summary should present the (a) main findings of the study, (b) primary method(s) of the study, and (c) theoretical or conceptual basis of the study.
�The second paragraph of the annotation is an � HYPERLINK “https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/critique” ��analysis� of the source.
The analysis should explain the strengths and limitations of the source.
�The third paragraph of the annotation is an � HYPERLINK “https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/application” ��application� of the source.
The application should (a) justify how the source is applicable to your research interest, (b) describe how the source’s method is applicable to your research interest, and (c) indicate how the source might help to guide your future research on the topic.
In this paragraph, it is acceptable to use the � HYPERLINK “https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/first” ��first person� (I, me, my) in your writing.
��A conclusion is not required for the Week 6 and Week 8 Application assignments.
A conclusion is required for the Week 10 Application assignment; this single paragraph should present a � HYPERLINK “http://academicguides.waldenu.edu/writingcenter/evidence/synthesis” ��synthesis� of the six research articles you annotated.
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 1 of 2
Threats to Internal Validity
(Shadish, Cook, & Campbell, 2002)
1. Ambiguous temporal precedence. Based on the design, unable to determine
with certainty which variable occurred first or which variable caused the other.
Thus, unable to conclude with certainty cause-effect relationship. Correlation
of two variables does not prove causation.
2. Selection. The procedures for selecting participants (e.g., self-selection or
researcher sampling and assignment procedures) result in systematic
differences across conditions (e.g., experimental-control). Thus, unable to
conclude with certainty that the “intervention” caused the effect; could be due
to way in which participants are selected.
3. History. Other events occur during the course of treatment that can interfere
with treatment effects and could account for outcomes. Thus, unable to
conclude with certainty that the “intervention” caused the effect; could be due
to some other event to which the participants were exposed.
4. Maturation. Natural changes that participants experience (e.g., grow older,
get tired) during the course of the intervention could account for the
outcomes. Thus, unable to conclude with certainty that the “intervention”
caused the effect; could be due to the natural change/maturation of the
participants.
5. Regression artifacts. Participants who are at extreme ends of the measure
(score higher or lower than average) are likely to “regress” toward the mean
(scores get lower or higher, respectively) on other measures or retest on
same measure. Thus, regression can be confused with treatment effect.
6. Attrition (mortality). Refers to dropout or failure to complete the
treatment/study activities. If differential dropout across groups (e.g.,
experimental-control) occurs, could confound the results. Thus, effects may
be due to dropout rather than treatment.
7. Testing. Experience with test/measure influences scores on retest. For
example, familiarity with testing procedures, practice effects, or reactivity can
influence subsequent performance on the same test.
8. Instrumentation. The measure changes over time (e.g., from pretest to
posttest), thus making it difficult to determine if effects or outcomes are due to
instrument vs. treatment. For example, observers change definitions of
behaviors they are tracking, or the researcher alters administration of test
items from pretest to posttest.
9. Additive and interactive effects of threats to validity. Single threats interact,
such that the occurrence of multiple threats has an additive effect. For
example, selection can interact with history, maturation, or instrumentation.
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 2 of 2
Reference
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-
experimental designs for generalized causal inference. Boston, MA:
Houghton-Mifflin.
Threats to Internal Validity
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton-Mifflin.
