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<p><span>A practical, jargon-free, and concise special education teacher’s guide to the complete action research process, including how to use action research to identify and evaluate evidence-based interventions, with explicit connections to the legally mandated IEP planning, implementation, and evaluation process.</span></p>
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<p><span>List of Figures, Tables, and Textboxes </span></p>
<p><span>Acknowledgments </span></p>
<p><span>1 What Is Special Education Action Research? </span></p>
<p><span>Student Learning Objectives </span></p>
<p><span>What Is Research? </span></p>
<p><span>Action Research in Daily Life </span></p>
<p><span>The Action Research Process </span></p>
<p><span>Action Research in the IEP Process </span></p>
<p><span>Traditional Research versus Action Research </span></p>
<p><span>Quantitative Research, Qualitative Research, &amp; Mixed Methods Research </span></p>
<p><span>Why Should I Do Action Research? </span></p>
<p><span>Conclusion </span></p>
<p><span>Review Questions and Exercises </span></p>
<p><span>2 Identifying Classroom Learning Challenges and Collecting Baseline Data </span></p>
<p><span>Student Learning Objectives </span></p>
<p><span>Data-Driven Decision-Making </span></p>
<p><span>Defining Learning or Behavior Challenge </span></p>
<p><span>Collecting Baseline Data </span></p>
<p><span>Assessment Data </span></p>
<p><span>Work Samples </span></p>
<p><span>Observations </span></p>
<p><span>Surveys/Questionnaires </span></p>
<p><span>Checklists </span></p>
<p><span>Rating Scales </span></p>
<p><span>Interviews </span></p>
<p><span>The Challenge with Only Relying on Formal Assessments 3</span></p>
<p><span>Data Literacy </span></p>
<p><span>Additional Data Collection Considerations </span></p>
<p><span>Forming a Problem Statement </span></p>
<p><span>Conclusion </span></p>
<p><span>Review Questions and Exercises </span></p>
<p><span>3 Identifying Potential Evidence-Based Interventions </span></p>
<p><span>Student Learning Objectives </span></p>
<p><span>Evidence-Based Practices </span></p>
<p><span>Locating EBPs </span></p>
<p><span>Finding EBPs Without Access to a University Database </span></p>
<p><span>Determining the Appropriateness of an EBP for your Student </span></p>
<p><span>Designing an Intervention Plan </span></p>
<p><span>Conclusion </span></p>
<p><span>Review Questions and Exercises </span></p>
<p><span>4 Implementing an Evidence-Based Intervention </span></p>
<p><span>Student Learning Objectives </span></p>
<p><span>Planning for the Intervention </span></p>
<p><span>IRB Applications and Approval </span></p>
<p><span>Implementing the Intervention </span></p>
<p><span>Implementation Fidelity </span></p>
<p><span>Conclusion </span></p>
<p><span>Review Questions and Exercises </span></p>
<p><span>5 Evaluating the Effectiveness of the Intervention </span></p>
<p><span>Student Learning Objectives </span></p>
<p><span>Formative Evaluation </span></p>
<p><span>Analyzing the Formative Data </span></p>
<p><span>Determining Effectiveness of Intervention </span></p>
<p><span>Seeking Stakeholder Input When Looking at Data </span></p>
<p><span>Conclusion </span></p>
<p><span>Review Questions and Exercises </span></p>
<p><span>6 Sharing Your Research </span></p>
<p><span>Student Learning Objectives </span></p>
<p><span>Sharing Data with Colleagues </span></p>
<p><span>Rationale for Sharing Data with Education Community </span></p>
<p><span>Sharing your Research with the Education Community Through Presentations </span></p>
<p><span>Sharing your Research with the Education Community Through an Action Research Journal Article </span></p>
<p><span>Sharing your Research with the Education Community Through a Journal Article </span></p>
<p><span>Conclusion </span></p>
<p><span>Review Questions and Exercises </span></p>
<p><span>7 Conclusion </span></p>
<p><span>Student Learning Objectives </span></p>
<p><span>A synopsis of the Action Research Process </span></p>
<p><span>Action Research and the Individualized Education Program </span></p>
<p><span>Considerations for Data in Special Education </span></p>
<p><span>Moving Forward </span></p>
<p><span>Review Questions and exercises </span></p>
<p><span>Appendix A: Case Studies: Sample Action Research Projects </span></p>
<p><span>Case Study: Pierre </span></p>
<p><span>Case Study: Jack </span></p>
<p><span>Case Study: Alana </span></p>
<p><span>Appendix B: Case Studies for Student Practice </span></p>
<p><span>Case Study 1: Communication Delay in Preschool </span></p>
<p><span>Case Study 2: self-Injury Behavior in Sixth Grade </span></p>
<p><span>Case Study 3: Hyperactivity in First Grade </span></p>
<p><span>Case Study 4: Paraprofessional Training </span></p>
<p><span>Case Study 5: elopement in Fourth Grade </span></p>
<p><span>Case Study 6: transition Goal for High school student </span></p>
<p><span>Case Study 7: Cheating Behavior in Middle school </span></p>
<p><span>Case Study 8: Writing Disability in third Grade </span></p>
<p><span>Case Study 9: Math Delay in second Grade </span></p>
<p><span>Case Study 10: Biting Behavior in Kindergarten </span></p>
<p><span>References </span></p>
<p><span>Index </span></p>
<p><span>About the Author </span></p>

<p><span>Marla J. Lohmann</span><span>, PhD, is associate professor of special education at Colorado Christian University, where she teaches courses on supporting students with disabilities, assistive technology, and action research. Dr. Lohmann has been in the Education field for over twenty years and is passionate about ensuring success for all children and their teachers. You can connect with her via Twitter: @MarlaLohmann.</span></p>

<ul>
<li><span>Practical application of the action research process</span></li>
<li><span>Practitioner-friendly verbiage</span></li>
<li><span>Case studies that demonstrate how to implement the process</span></li>
<li><span>An emphasis on the application of action research in special education settings</span></li>
</ul>