ANNOTATION OF A QUANTITATIVE RESEARCH ARTICLE Submit: Annotation of a Quantitative Research Article This week, you will submit the annotation of a quantitative research article on a topic o

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.

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6

Sample Annotated Bibliography

Student Name

Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

1

Sample Annotated Bibliography

Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s 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 thus mental health of children with autism.

Annotated Bibliography

Kenny, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147) . American Psychological Association. https://doi.org/10.1037/14776-014

In this chapter, Kenny et al. provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions.

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy.

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD.

Stagnitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A. A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). American Psychological Association. https://doi.org/10.1037/14776-013

Stagnitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagnitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.

Stagnitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagnitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

Although Stagnitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, 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

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with 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 patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This research is useful to those looking 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. Thus, this case study can be useful in further trials when paired with more recent research.

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RESEARCH ETHICS APPROVAL CHECKLIST

(PLANNING WORKSHEET)

Clinical or Intervention Research

Educational Research

International Research

Research in One’s Own Workplace

Research about Bullying or Other Potential Issues Related to Safety

If you don’t know how to address one of the ethical standards below, just email [email protected] for support or join the IRB office hours at one of the posted times . Footnotes containing tips, samples, and definitions can be viewed by hovering your mouse over the underlined phrase.

SECTION I: CONFIRMATION OF ETHICAL STANDARDS COMPLIANCE	Answer each question below with yes, no, or N/A. If you cannot easily answer “yes” or “N/A” to each of the ethical standards below, then you probably need to build extra protections into your research procedures.
1. Has each recruitment , consent, and data collection step been articulated such that the responsibilities of the researcher and any partner organization(s) are clearly documented? Provide a numbered list of the data collection steps that includes how/who/where[footnoteRef:1] details for each step, in sequential order. Here are samples . Describe pilot[footnoteRef:2] steps first if you are doing a pilot or road test. [1: HOW = Write this like a recipe, including enough details so that a reader could replicate your study. Submit copies of any of the following that apply: flyer, invitation email, ad/posting. WHO = Which parties are involved in each step? In particular, we need details about any partners who might be assisting the researcher in identifying or contacting participants. Note that doctoral students may not delegate the tasks of obtaining consent or collecting data to anyone else. WHERE = Specify whether the interactions will take place via phone, email, online, or in-person at a specific location.] [2: It is fine to road test an interview or survey with friends or family prior to IRB approval and that data may not be used in the study’s analysis. However, any piloting done outside of friends/family requires prior IRB approval, regardless of whether the data would be included in the final analysis or not.]	Yes No ☐ ☐ Recruitment and data collection steps:
2. Will the research procedures ensure privacy[footnoteRef:3] during data collection? [3: Adult volunteers are typically able to select how much privacy they desire while they complete a phone interview or online survey. However, for in-person data collection, the researcher is responsible for ensuring that no one can see or overhear their responses.] Describe how you will prevent others overhearing or seeing the participant’s responses.	Yes No ☐ ☐ Supporting details:
3. Will data be stored and shared[footnoteRef:4] in a secured manner that provides access only to you and your supervising faculty members? [4: Unless the IRB authorizes an exception, data shared with supervisors and future collaborators must have names and other identifiers removed first.] Researchers conducting studies involving identifiers and more than minimal risks will be directed to provide additional information and assurances in Form E (Data Security Checklist).	Please confirm each of the data security measures below (no supporting details needed for these).
	Yes No ☐ ☐	a. Do you confirm that you will only store the dataset on devices that are owned by you and in your sole control?
	Yes No ☐ ☐	b. If the data will be coded, and if there is a linked list of codes and identifiers, will this list be stored separately from all coded data?
	Yes No ☐ ☐	c. Will you take reasonable precautions to ensure that the device(s) and drive(s) storing the data are not stolen? (i.e., not leave it unattended in public, keep it in a locked area when not in use)
	Yes No NA ☐ ☐ ☐	d. If there will be any printouts or non-electronic physical forms of the dataset, will you be the only person with access?
	Yes No ☐ ☐	e. Will you be the only person with the password to access to any devices, drives, or clouds on which electronic data will be stored?
	Yes No ☐ ☐	f. Will you set up a “screen lock” to require the password to be re-entered if any data storage device is idle for 15 minutes or more?
	Yes No ☐ ☐	g. Have you installed all available updates for the operating system of the device(s) that will be used to access, store, and analyze data?
	Yes No ☐ ☐	h. Does your anti-virus software have current virus definitions?
	Yes No NA ☐ ☐ ☐	i. If you are conducting an anonymous online survey: Will you ensure that your turn off IP address tracking in the survey platform and select the setting that is truly anonymous, allowing no respondent-tracking or follow ups?
4. Will the data be stored for at least 5 years? Describe how data disposal will occur.	Yes No ☐ ☐ Supporting details:
5. If participants’ names or contact info will be obtained at any time : Is this absolutely necessary[footnoteRef:5]? [5: Retaining contact information might be necessary if the researcher needs to follow up for a member-checking step or to provide the thank-you gift. Contact information is NOT necessary to share study results if the consent form provides a website where results will later be posted. Note that consent signatures are NOT necessarry if the participant can indicate consent by some action such as clicking on a link, returning a completed survey, verbally stating “I consent” on the audio-recording, etc. For any topic that is remotely sensitive, data should be collected without names or contact information when possible.] Describe why or confirm that data collection is 100% anonymous[footnoteRef:6] (which is preferable). [6: “Anonymous” means that no one (not even the researcher) knows who volunteered or declined. If a researcher documents consent in a manner that tracks their names, then the data is “confidential” rather than “anonymous.”] Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions. Identify the Intelligence Community’s role and public service mission (private corporate mission if applicable)- provide intelligence to decision-makers (political, defense, diplomatic, dev Chasing the Scream discusses the work of John Marks, a physician who prescribed heroin to those struggling with heroin addiction in England. He is quoted as saying that many of the harms of Related Posts Psychology Discuss the ways in which the understanding of biology/genetics has affected and continues to affect the development of ethical laws and moral standards within the field of contemporary psychology Psychology Deliverable 3 – Global Team Lesson Deliverable 3 – Global Team Lesson Psychology Using the program you will be using for your program evaluation plan, mental health skill building and substance abuse services compare and contrast the All Rights Reserved Terms and Conditions College pals.com Privacy Policy 2010-2018