Mixed Methods Article Critique: Problem Situations Experienced by Urban Middle School Students with High Incidence Disabilities that Impact Emotional and Behavioral Adjustment
Summary
While a number of studies concentrated on difficult conditions involving a sample of middle class, European Americans, Sullivan, Sutherland, Lotze, Helms, Wright, and Ulmer aspired to focus on a diverse sample in relation to ethnicity and socioeconomic status. Therefore, the researchers conducted a mixed-methods investigation, researching problematic circumstances experienced primarily by African American middle school students with high incidence disabilities, possibly influencing their emotional and behavioral management (Sullivan et al., 2015). The researchers …show more content…
Compared to paper-and-pencil administration of the Urban Adolescent School and Peer Problem Situation Scale conducted in prior studies, Sullivan et al. allowed the students to read the items and rating choices in addition to hearing the information read by researchers. Following the completion of the rating scale, the research team recorded and transcribed the brief semi-structured interview with the students and entered the data into NVivo 7 software for data analysis. In addition to student interviews, the researchers conducted focus groups of school staff discussing problem …show more content…
conducted a qualitative analysis utilizing the NVivo 7 software resulting in categories and themes. Through the use of descriptive statistics and quotations, the researchers presented and organized the data into three areas while presenting from the most to least mentioned themes. After the data analysis of difficult circumstances, the researchers identified a category of “Peer Factors” which included themes of (a) peer provocation and instigation, (b) peer teasing, and (c) peer power, pressure, and control. The second category characterized as “School Factors” and included themes of (a) student-teacher relationships and (b) academic challenges. Finally, the third category representing “Response Strategies” which included the following themes and subthemes: (a) active, (i) help-seeking and (ii) communication, (b) aggressive, and (c) avoidant, (i) ignoring, (ii) passive coping, and (iii) lack of help-seeking (Sullivan et al.,
Summary
While a number of studies concentrated on difficult conditions involving a sample of middle class, European Americans, Sullivan, Sutherland, Lotze, Helms, Wright, and Ulmer aspired to focus on a diverse sample in relation to ethnicity and socioeconomic status. Therefore, the researchers conducted a mixed-methods investigation, researching problematic circumstances experienced primarily by African American middle school students with high incidence disabilities, possibly influencing their emotional and behavioral management (Sullivan et al., 2015). The researchers …show more content…
Compared to paper-and-pencil administration of the Urban Adolescent School and Peer Problem Situation Scale conducted in prior studies, Sullivan et al. allowed the students to read the items and rating choices in addition to hearing the information read by researchers. Following the completion of the rating scale, the research team recorded and transcribed the brief semi-structured interview with the students and entered the data into NVivo 7 software for data analysis. In addition to student interviews, the researchers conducted focus groups of school staff discussing problem …show more content…
conducted a qualitative analysis utilizing the NVivo 7 software resulting in categories and themes. Through the use of descriptive statistics and quotations, the researchers presented and organized the data into three areas while presenting from the most to least mentioned themes. After the data analysis of difficult circumstances, the researchers identified a category of “Peer Factors” which included themes of (a) peer provocation and instigation, (b) peer teasing, and (c) peer power, pressure, and control. The second category characterized as “School Factors” and included themes of (a) student-teacher relationships and (b) academic challenges. Finally, the third category representing “Response Strategies” which included the following themes and subthemes: (a) active, (i) help-seeking and (ii) communication, (b) aggressive, and (c) avoidant, (i) ignoring, (ii) passive coping, and (iii) lack of help-seeking (Sullivan et al.,