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School of Social Work
University of North Carolina Wilmington
SYLLABUS
SWK 407-003: Research
Spring, 2016; Thursdays, 10:15—1:00 .
Instructor: Reginald York; 962-7801; 540-5285 (cell); yorkr@uncw.edu
Office: 3092 McNeill
Catalogue Course Description
SWK 406: Research Methods for Social Work Practice II. Program/practice evaluation; group and single-subject
design; application; data analysis; ethical considerations
Pre-requisites and co-requisites
Pre-requisites: SWK 321; SWK 341. Co-requisites: SWK 496; SWK 497
Course Description
This is the second of two courses on research methods in the BSW program at UNCW. While the first course
focused on research methods for various types of studies, this course focuses on evaluative research. The primary
goal of this course is to prepare the student to evaluate social work practice in accordance with accepted methods of
research, research ethics, established values of social work, and the mission of the profession. Students will select
a focus of an evaluative research study and design such a study with attention to problem analysis, intervention
description, and study design. Included in the proposal will be information on sampling, measurement, evaluation
design, and how ethics on the use of human subjects will be implemented. Students will also have an experience in
the analysis of evaluative research data.
Course objectives
The specific objectives are that the student will be able to:
1. Select a target of evaluation that is suitable for the advancement of social work practice and pursue a study of it
in a manner that is consistent with the spirit of scientific inquiry.
2. Prepare an analysis of the target behavior that will guide the determination of an intervention to achieve the
desired goal, including the available evidence regarding the effectiveness of approaches to treatment.
3. Prepare a description of an intervention sufficient to guide replication by others, including information on goal,
objectives, structure, model, and personnel.
4. Design an evaluative study that includes:
a. A study sample sufficient to provide adequate generalization of study results,
b. A study hypothesis that clearly identifies the independent and dependent variables and how data will be
gathered.
c. Tools for measurement that demonstrate relevance to the treatment goal, and credibility (i.e., reliability
and validity).
d. A study design that addresses the threats to internal validity of special concern in the particular
evaluation context.
e. Procedures that adequately address ethical issues in the use of human subjects for research.
5. Analyze evaluate data sufficient to determine if the hypothesis was supported.
6. Draw conclusions consistent with the study results.
7. Discuss how research can be utilized to advance the mission of the social work profession, with special attention
to social justice, social work values, and ethics.
Course format
The class will be taught in the hybrid mode where students will typically meet face-to-face every other week with an
online class experience in the interim. The text has discussion questions which will be the primary focus of class
discussion. Therefore, students should always bring the course text. Students are expected to answer all
discussion questions prior to class and be prepared to offer their answers in class, but they are not expected to
submit written answers to the instructor, unless specifically requested to do so. There are non-graded written
assignments for each unit of study that are a requirement of the course. In some cases, the assignment will be
returned to the student for revision.
Course Grade
The course grade is on a 10 point scale as follows: A = 90-100; B = 80-89; C = 70-70; D = 60-69; F = 0-59
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There are some required non-graded exercises and oral reports. There are no extra credit assignments. The grade
will be determined by two papers and a single exam.
The course grade will be computed as follows:
Exam grade = 40%
Course paper on problem formulation, methodology, and intervention = 40%
Course paper on data analysis and conclusions = 20%
The exam will be given in two forms. If the student chooses to take both forms, the higher grade will count.
In addition to the above, there are several online class written assignments which will not be given a grade but
satisfactory performance on each assignment is a course requirement. If an unsatisfactory or incomplete assignment
is turned in it will be returned to the student for revision.
Course text
There is no required text. There are several chapters from the following book that will be available to students on
Blackboard: York, R. O., (2009). Evaluating Human Services. Boston: Allyn & Bacon. This book is no longer in print
but you may find a used copy on the internet.
General Policies
Academic Integrity and Honor Code
All members of the UNCW community are expected to follow the Academic Honor Code.
Please read the UNCW Honor Code carefully (as covered in the UNCW Student Handbook).
Academic dishonesty in any form will not be tolerated in the class. Please be especially
familiar with the UNCW position on plagiarism as outlined in the UNCW Student Handbook.
Plagiarism is a form of academic dishonesty in which you take someone else’s ideas and
represent them as your own. Adherence to the Academic Honor Code is consistent with
adherence with the NASW Code of Ethics.
Accommodations for Students with Disabilities
Students who have a disability and need accommodations should notify the instructor by
the end of the second week of this semester. In order to obtain such accommodations,
the student must officially register with the Office of Disabilities Services located in DePaulo
Hall (962-3746) and the instructor with a letter of accommodation which specifies the
student’s learning needs. Accommodations will be made based on the recommendations of
Disabilities Services, and collaboration with the student, to determine how best to
accommodate the student’s learning concerns.
Violence and Harassment
UNCW practices a zero tolerance policy for any kind of violent or harassing behavior. If you
are experiencing an emergency of this type contact the police at 911 or UNCW CARE at 9622273. Resources for individuals concerned with violent or harassing situation can be located
at http://www.uncw.edu/wsrc/crisis.html.
The UNCW Statement on Diversity in the University Community
As an institution of higher learning, the University of North Carolina Wilmington represents a rich diversity of
human beings among its faculty, staff, and students and is committed to maintaining a campus environment that
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values that diversity. Accordingly, the university supports policies, curricula, and co-curricular activities that
encourage understanding of and appreciation for all members of its community and will not tolerate any
harassment or disrespect for persons because of race, gender, age, color, national origin, ethnicity, creed, religion,
disability, sexual orientation, political affiliation, marital status, or relationship to other university
constituents. Diversity Resources .
Religious Observance Policy
North Carolina General Statute 116-11(3a) and UNC policy authorizes a minimum of two excused absences each
academic year for religious observances required by the faith of a student. Students must submit a request for an
excused absence, within SeaNet, seven days prior to the religious observance. The student shall be given the
opportunity to make up any tests or other work missed due to an excused absence for a religious observance
UNCW Student Gender-Based/Sexual Misconduct Policy
UNCW takes all forms of interpersonal violence very seriously. When students disclose
(verbally or in writing) to faculty or staff about sexual misconduct, domestic violence, dating
violence and/or stalking against themselves or another student, this information must be
reported to the administration in order to ensure that student’s rights are protected,
appropriate resources are offered, and the need for further investigation is explored to
maintain campus safety. This means that if you tell the instructor about this kind of
misconduct, the disclosure cannot remain confidential and the instructor must share that
information. This is required by federal law and UNCW policy.
The following three confidential resources do not need to report interpersonal violence:
UNCW CARE, the Student Health Center, and the Counseling Center. If you want to speak to
someone in confidence, these resources are available, including CARE’s 24-hour crisis line
(910-512-4821). For more information, please visit www.uncw.edu/sexualmisconduct
or www.uncw.edu/care.
Class Schedule; SWK407-001; Spring, 2016 (York)
Class 1 (Live) 1-14-16
Course introduction
Review of concepts from prior course using an examination.
Checking on status of student projects for the course.
Discussion of the IRB status of student projects.
UNIT A: An overview of Evaluation Research
Content for Unit 1
Refer to Lesson Plan #1, Evaluation Overview which entails instructions on lectures on You Tube by the
instructor that are accompanied by power point presentations. The power point presentations are in the
Workbook for Evaluation Research Overview, which is available on Blackboard. Included in this lesson
plan is Quiz 1 and Assignment A which is emailed to the instructor.
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Tasks: (1)..Complete Written Assignment 1.
(2).. Take Non-graded Quiz 1 (overview)
Class 2 (ONLINE)...1-21-16
Discussion of students’ research prospectus; key challenges
Come to class prepared to discuss your prospectus for your paper and raise questions
about what needs to be done and how you can meet your biggest challenges. Each
student is expected to raise at least one question for discussion.
Class 3 (live)… 1-28-16.
Continued review of Assignment 1.
Class 4 (ONLINE)… 2-4-16
2-7-16...Written Assignment #1 is due (Prospectus on Course Paper)
Unit B: Problem Formulation and Description of the Intervention
Content for Unit 2
Use Lesson Plan #2 as your guide.
This will entail a review of target behavior definition, target behavior analysis, and the description
of the intervention. Use the student workbook for taking notes on these lectures.
York, (2009). Evaluating Human Services, Pearson Education. This is the course text.
Chapter 12 (Identifying and Analyzing Target Behavior).
Chapter 13 (Describing the Intervention or Program)
Tasks: (1)…Complete Written Assignment 2
(2)… Take Non-graded Quiz 2 (Target behavior analysis) and Quiz 3 (Intervention)
Class 5 (Live)...2-11-16
Discussion of student assignments on problem formulation and intervention
Written Assignment 2 is due 2-14-16
Unit C: Study methodology
Use Lesson Plan #3 as your guide
This will entail a set of You Tube lectures by York on (1) issues in research methodology, (2
measurement, (3) sampling, and (4) research design. You should refer to the power point
presentations in the student workbook when you review these lectures.
Content for Unit C
York, (2009). Evaluating Human Services
Chapter 14: Selecting the sample and measuring target behavior.
Chapter 15: Selecting the research design for a single client.
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Chapter 16: Selecting a research design for a group of clients.
Tasks: (1) Complete Assignment 3 (Study methodology)
(2)… Take Non-graded Quiz4 (Issues in research methodology), Quiz 5 (Measurement), Quiz 6
(sampling), and quiz 7 (research design).
Class 6 (ONLINE)...2-18-16
Class 7 (Live)...2-25-16
Discussion of Written Assignment #3
2-26-16: Written Assignment #3 is due (Study methodology)
Class 8 (Live)..3-3-16
Discussion of Assignment #3
Writing the Research Report
There are no quizzes or lesson plan or written assignments that accompany this unit of study. It is
designed to help the student to prepare the course paper.
Content for Unit 5
York, (2009). Evaluating Human Services
Chapter 17: Writing the Evaluation Report for an Outcome Study.
Tasks: Complete course paper #1 on behavior analysis, intervention, and methodology.
3-10-16 NO CLASS—SPRING BREAK
Class 9 (ONLINE)...3-17-16
Prepare Course Paper #1 (behavior, intervention, and methodology).
3-20-16 Course Paper #1 is due (target behavior, intervention, and methodology)
[Papers with a grade lower than 90 may be re-written for a higher grade, except that the highest
grade possible for a re-written paper will be 90]. Late papers will receive a grade no higher than
85.
3-24-16 NO CLASS -- HOLIDAY
Unit D: Data Analysis
Use Lesson Plan #4 as your guide
Content for Unit 5 –Selected chapters in York, Statistical Analysis of Data for Human Service
Evaluation, as noted in the lesson plan.
Task 1: Take Non-graded Quiz 8(data analysis)
Task 2: Complete Data Analysis Assignment
Class 10 (live)...3-31-16
Discussion of student papers.
Exercises in data analysis
Class 11 (live)...4-7-16
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Data analysis exercise.
Complete Assignment 4 (data analysis) submit to the instructor by 4-10-16
Course Exam, Form A will be available on Blackboard on 4-14-16 from 4:00 PM to 10:00 PM
Unit: Qualitative research for social work
There are no quizzes or written assignments that accompany this unit of study. There is also no lesson
plan.
Class 12 (ONLINE)... 4-14-16
Content for Unit 6
York, (2009). Evaluating Human Services
Chapter 6 (Process evaluation and qualitative research
Chapter 7 (An exercise in content analysis)
Task: Complete the exercise in content analysis in Chapter 7
Class 13 (Live)... 4-21-16
Discussion of qualitative research exercise.
4-24-16 Course Paper #2 (data analysis and conclusions) is due
Course Exam, Form B (optional) will be available on Blackboard on 4-28-16 from 4:00 PM to 10:00
PM
Suggested Additional Readings
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ALTER, C., & EVENS, W. (1990). Evaluating your practice: A guide to self-assessment. New York:
Springer.
APPLEGATE, J.S. (1992). The impact of subjective measures on nonbehavioral practice research:
Outcome vs Process. Families in Society, 73, 100-108.
BALASSON, M..L. (1991). A research methodology for the development of risk assessment tools in social
work practice. Social Work Research and Abstracts, 27, 16-23.
BENTLEY, K. J. (1990). An evaluation of family-based intervention using single-system research. British
Journal of Social Work, 20, 101-116.
BERLIN, S. B., MANN, K. B., & GROSSMAN, S. F. (1991). Task analysis of cognitive therapy for
depression. Social Work Research and Abstracts, 27, 3-11.
BLOOM, M., & ORME, J. G. (1993). Ethics and single-system design. Journal of Social Service
Research, 18, 161-180.
CAMPBELL, J. A. (1988). Client acceptance of single-system evaluation procedures. Social Work
Research and Abstracts, 24, 21-22.
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COOPER, M. (1990). Treatment of a client with obsessive-compulsive disorder. Social Work Research
and Abstracts, 26, 26-36.
CORMIER, W., & CORMIER, S. (1991). Interviewing strategies for helpers: A guide to assessment,
treatment and evaluation (3d ed.). Monterey, CA: Brooks/Cole.
DECARLO, L. T., & TRYON, W. W. (1993). Estimating and testing autocorrelation with small samples: A
comparison of the C-Statistic to a modified estimator. Behavior Research & Therapy, 31,
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FANNEY, V. (2003). Urban interdisciplinary program helps families prevent child neglect. Social Work
Education Reporter, 51(3), 17-18.
FARMER, R., & NELSON-GRAY, R. O. (1990). The accuracy of counting versus estimating event
frequency in behavioral assessment: The effects of behavior frequency, number of behaviors
monitored, and time delay. Behavior Assessment, 12, 425-442.
FISCHER, J. (1993). Empirically-based practice: The end of ideology? Journal of Social Service
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FISCHER, J., & CORCORAN, K. (1994A). Measures for clinical practice: A sourcebook: Vol. 1.
Couples, families, children (2d ed). New York: Free Press.
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Adults (2d ed.). New York: Free Press.
GIBBS, L. E. (1991). Scientific Reasoning for Social Workers: Bridging the Gap between Research
and Practice. New York: Merrill/Macmillan.
GIBSON, G., & OTTENBACHER. K. (1988). Characteristics influencing the visual analysis of singlesubject data: An empirical analysis. Journal of Applied Behavioral Science, 24, 298-314.
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101-126.
LYNAM, D., ET AL. (1999). Project DARE. No effects at 10-year-follow-up. Journal of Consulting &
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MARIANO, R., GREEN, R. & YOUNG, E. (1998). Beyond the scientist-practitioner model’s
failure to thrive: Social workers’ participation in agency-based research activities. Social
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procedures: Solving the case of the family environment scale. Family Process, 29, 199-208.
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of Clinical Psychology, 30, 97-115.
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experimental designs: A rejoinder. Behavioral Assessments, 14, 153-172.
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ORGNERO, M. I., & RODWAY, M. R. (1991). AIDS and social work treatment: A single-system analysis.
Health and Social Work, 16, 123-141.
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65, 468-491.
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Research and Abstracts, 26, 32-40.
ROBERTS, C., PIPER, L., DENNY, J., & CUDDEBACK, G. (1997). A support group intervention to
facilitate young adults’ adjustment to cancer. Health & Social Work, 22, 133-141.
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