Read description week 4 – discussion: non-experimental design (

Respond to  2 students discussion using the rise Model

Due Sunday November 12, 2023 by 11:00 pm

Must Read Everything: 

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback

I will also show an example below of how the response needs to be addressed.

Here’s an example of how the response should look. Please don’t copy it. 

The response to the classmate need to be just like this. 

Example Response (Response Needs to be writen just like the response below No copying)

RISE Feedback:

REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.

INQUIRE: Can you further explain what “closing-the-gap action plans” are? 

SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 

ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?

ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.

****PLEASE RESPOND IN DEPTH***************************************************

See below for the two classmate discussion post that you will need to respond to


Response 1- Candance

  • Select a non-experimenal design.
  • What type of questions would you ask for your selected non-experimenal design?
  • Regarding this weeks article, what are the general ed teachers level of understanding about evidenced based practice in teaching students with Autism?

In the text, Educational Research: Fundamental Principles and Methods, we learn that there are many types of non-experimental designs including descriptive, comparative, correlational, predictive, causal comparative, and ex-post facto (McMillan, 2022). The non-experimental design I selected is descriptive research design. With descriptive research design, the researchers are looking for answers to the “what” and “how much” of the research question being explored. Types of questions I would ask for a descriptive research design are: 1)  How much time, on average, does it take for a 6th grade student to complete their daily homework? What percentage of students are using school based counseling services?  What strategies work best for avoiding school counselor burnout?

According to this week’s article, the general education teachers’ level of understanding about evidenced based practices in teaching students with autism were very low (Barry et al, 2021).  More students with autism are being included in general education classes but teachers are not readily trained nor prepared to teach these students especially in such a highly populated classroom environment.  At least 28 evidence based practices in teaching students with autism have been identified as having positive learning outcomes but unfortunately there is a gap between the research and the actual practice in the classroom.  Teachers need more training and time to practice and actually implement these strategies in the classroom.  


Barry, L., Holloway, J., Gallagher, S., & McMahon, J. (2021). Teacher characteristics, knowledge and use of evidence-based practices in autism education in Ireland.  Journal of Autism and Developmental Disorders.

McMillan, J.H. (2022). Educational research: Fundamentals principles and methods. 8th edition. Pearson Education.


Response 2- Niccole

As a school counselor, I would consider using a non-experimental research design, such as a survey research design, to gain insight into the general education teachers’ level of understanding about evidence-based practices in teaching students with Autism. This design allows for collecting valuable information from a designated population (the general education teachers) without making any changes or interventions in the educational setting.

In order to create a meaningful and informative survey, I would formulate questions that aim to gauge the general education teachers’ knowledge, attitudes, and practices related to teaching students with Autism. Some sample questions might include:

  1. How confident do you feel about evidence-based practices for teaching students with Autism?
  2. Have you received any professional development or training in teaching students with Autism?
  3. Can you name a few evidence-based strategies you currently use in your classroom for students with Autism?
  4. Do you believe that evidence-based practices are essential for the success of students with Autism in a general education setting?
  5. Are there any challenges you face when implementing evidence-based practices for students with Autism in your classroom?

These questions would provide a comprehensive understanding of the general education teachers’ awareness and application of evidence-based practices in teaching students with Autism. The survey could be administered to a representative sample of teachers to gather a broader perspective.

I would consider the findings from the survey as a valuable resource to determine the general education teachers’ level of understanding about evidence-based practice in teaching students with Autism. By analyzing their responses, I could identify areas where additional training or support may be needed and develop strategies to enhance their knowledge and implementation of evidence-based practices, ultimately benefiting the students with Autism in the school. The article’s insights into non-experimental research designs, including survey research, would be instrumental in guiding this assessment and intervention process.


McMillan, J. H. (2021). Educational Research: Fundamental Principles and Methods (8th ed.). Pearson Education (US). to an external site.

MeanThat. Experimental and Non-Experimental Methods. YouTube, 3 Apr. 2014,

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