This week, you will complete the second part of your proposal - you will focus on the actual design, procedures, and measurements of your research. Specifically, you should cover the following components:

Design

1. Will this be a qualitative, quantitative, or mixed? What is your rationale?

2. What type of specific design will be used? What is your rationale?

3. What specific research methods will be used (e.g., control group, comparison group, survey, interviews, etc.)?

Sample and Sampling Methods

1. Describe your study population and proposed sample (expected size, demographics, etc.)

2. How will the sample be selected? Once they are selected what procedures will they follow as they participate in your study.

3. Informed consent: Explain thoroughly how you will gain informed consent or document why informed consent is not required for this project.

4. Describe measures taken to protect human subjects.

Measurement

Describe the instruments and/or procedure (e.g., interview questions and settings) you will use to measure the variables or capture a participant's experience. If you select an existing instrument, be sure to provide information on strategies used to demonstrate validity such as: reliability, number of items, how they are scored, what the scores mean, who items were developed for, etc. Include a copy of any instrument you plan to use and explain how it is scored and whether there are any norms or cutoff scores. If you use a behavior counting procedure, be sure to provide a rationale. If your study is qualitative, you must provide your interview questions, including prompt questions and outline strategies used to demonstrate trustworthiness.

PAPER:

The article explores a study conducted by Piaget that observes the thought processes of 12 third to fifth-grade students, both with and without emotional and behavioral disorders (EBD). The study found that emotions impact the cognitive development of children and the practice of rules develops in four stages. The consciousness of obligation develops in three stages. The research concluded that by the age of nine, cooperation usually takes precedence over children's moral judgment. Trait anger is a common problem among children with EBD and it was found to be the sole predictor of moral comprehension. The study conducted by Hardman using moral dilemma interviews found that children with EBD exhibited an egocentric moral orientation instead of a cooperative one. It is imperative to conduct research on the effects of emotional and behavioral disorders on children as it plays a significant role in shaping their overall development. Such disorders not only impact their academic performance but also affect their social and emotional well-being, leading to long-term consequences that can persist into adulthood. A thorough understanding of these disorders and their repercussions can aid in devising effective interventions and support systems for affected children, ultimately improving their quality of life.

The article "What are They Thinking? The Moral Judgment of Children with Emotional and Behavioral Disorders" is a detailed study that explores the thought processes of 12 third to fifth-grade students, both with and without emotional and behavioral disorders. The study delves into how emotions impact the cognitive development of children, and it was conducted by Piaget. The study involved observing children and asking them questions while they played. The study found that the practice of rules develops in four stages: sensorimotor, egocentric, cooperation, and codification. Additionally, the consciousness of obligation develops in three stages: nonmoral, heteronomy, and autonomy. The research concluded that by the age of nine, cooperation usually takes precedence over children's moral judgment. However, in cases where egocentrism is evident in adolescence, the risk of antisocial behavior increases. Serious forms of EBD can manifest in childhood and are often linked to anxiety and depression, with trait anger being a common problem. According to federal statute, EBD is considered an ED and is frequently tied to anger, which can become a trait with negative effects on children in the third to fifth grade, regardless of whether they have EBD. The research found that trait anger was the sole predictor of moral comprehension, even after accounting for factors like grade, gender, ethnicity, SES, and reading comprehension. In 2012, Hardman conducted a case study on the moral judgment of three children in the third to fifth grade, all of whom had EBD. The study used moral dilemma interviews to gather data and determined that all three children exhibited an egocentric moral orientation instead of a cooperative one.The article "What are They Thinking? The Moral Judgment of Children with Emotional and Behavioral Disorders" explores a study that delves into how emotions impact the thought processes of 12 third to fifth-grade students, both with and without emotional and behavioral disorders. Conducted by Piaget, the study involved observing children and asking them questions while they played. From the study, Piaget discovered that the practice of rules develops in four stages: sensorimotor, egocentric, cooperation, and codification, while the consciousness of obligation develops in three stages: nonmoral, heteronomy, and autonomy. By the age of nine, cooperation typically takes precedence over children's moral judgment, though in cases where egocentrism is evident in adolescence, the risk of antisocial behavior increases. Serious forms of EBD can manifest in childhood and are often linked to anxiety and depression. According to federal statute, EBD is considered an ED and is frequently tied to anger, which can become a trait with negative effects on children in the third to fifth grade, regardless of whether they have EBD. The study found that trait anger was the sole predictor of moral comprehension, even after accounting for factors like grade, gender, ethnicity, SES, and reading comprehension. In 2012, Hardman conducted a case study on the moral judgment of three children in the third to fifth grade, all of whom had EBD. The study used moral dilemma interviews to gather data and determined that all three children exhibited an egocentric moral orientation instead of a cooperative one. The objective was to investigate the following concerns: (a) Are there any variations or similarities in the moral orientation reasoning patterns between children in grades three to five, with or without Emotional and Behavioral Disorders (EBD), in their moral evaluations, and (b) How do emotions like anger, fear, and sadness impact the cognitive processes of these children? The study aimed to investigate the academic and social performance of students with emotional and behavioral disorders (EBD) compared to their typical peers. To accomplish this, twelve cases were chosen purposively from a randomized sample of students in the third to fifth grade, who were enrolled in 43 elementary schools and 3 special education centers catering to students with emotional disabilities (ED) in two moderately-sized regions. The sample included six students with EBD and six typical peers, allowing for a comprehensive analysis of their academic and social functioning. The research encompassed a cohort of 12 youngsters, comprising 4 females and 8 males. Of the 12, 2 identified as African American, while 10 identified as Caucasian. Two of the children with emotional or behavioral disorders attended a specialized day school catering to students with similar needs. One of the students was a Caucasian with a full-pay lunch status, while the other was an African American with free/reduced lunch status. To safeguard the privacy of the children, pseudonyms were assigned to them based on their corresponding grade levels. As part of a comprehensive research study, a total of 36 interviews were conducted, with each of the 12 informants participating in three interviews. The interviews were arranged in coordination with the children's teachers, keeping in mind the children's schedules and convenience. The interviews were conducted in a quiet and comfortable setting, free from any distractions. Each session lasted approximately 30 minutes, giving the children ample time to understand the story and provide their responses. Throughout the interviews, the children were presented with various dilemmas, and their understanding of the story's characters, setting, and plot was assessed by asking them to retell the story immediately following each reading. The researcher used a variety of techniques to ensure that the children's comprehension was thorough. For instance, the researcher asked open-ended questions to encourage the children to think critically and reflect on the story's themes and messages. Additionally, the researcher used props and visual aids to make the story more engaging and interactive. In cases where important information was missed during the retelling, the researcher reviewed the story with the child and prompted them again before proceeding to a decision point. The researcher ensured that the children felt comfortable and confident throughout the process, and their responses were recorded with care and accuracy. The data collected from the interviews was analyzed to identify patterns and trends, and the results of the study were used to gain insights into the children's cognitive and emotional development. Upon meticulous examination of the results of this study, I have come to a firmer understanding of the emotional and behavioral complexities that children with disorders encounter. As I am embarking on a career as a school psychologist, I am enthusiastic about my upcoming interactions with students who share these challenges. I find it crucial to scrutinize studies like this one, as they provide evidence-based insights into the best practices for addressing the needs of these students. I am eager to utilize the information from this study in my future work. The practical applications of this research will be instrumental in helping me design effective interventions that will help my students thrive. From experience, I know that each student is unique and requires an individualized approach. However, the knowledge gleaned from this study will allow me to be better prepared to address the needs of my students and help them achieve their full potential.

In 2012, a case study was conducted by Hardman on three children in grades three to five with Emotional and Behavioral Disorders (EBD) to analyze their moral judgment. To collect data, moral dilemma interviews were used in the study, which concluded that all three children had an egocentric moral orientation instead of a cooperative one. The study aimed to address the following concerns: (a) whether there were any differences or similarities in the moral evaluation reasoning methods between children with or without EBD in grades three to five, and (b) how emotions like anger, fear, and sadness affected the cognitive processes of these children. The study's objective was to investigate the academic and social performance of students with EBD in comparison to their typical peers.