Inclusion of Students with Disabilities within the Learning Environment Using Positive Behavior Interventions and Support
Section 1
Definition of Terms
Target Population. The entire group of items or people that a researcher intends to study or make conclusions about (Willie, 2024).
Source Population. A larger group from which the target population is drawn (Willie, 2022).
Study Population. A subset of the target population that is included in the research (Willie, 2024).
Sampling Frame. A database or list that includes all elements of the target population from which a sample can be drawn (Hanif et al., 2017).
Inclusion/exclusion Criteria. The inclusion criterion is the specific characteristics that research participants must have to be eligible for inclusion in a study (Patino & Ferreira, 2018). The exclusion criterion is the characteristics that disqualify potential participants from being part of the study (Opuda, 2022).
Representative Sampling. A sampling method that ensures the sample accurately reflects the attributes of the target population.
Sampling Method/Technique. The process used to select people from a sampling frame to create a study sample (Hanif et al., 2017).
Random and Non-probability Sampling. Three types of probability sampling include simple, stratified, and cluster sampling, and three types of non-probability sampling include purposive, convenience, and quota sampling.
Section 2
Target, Source, and Study Populations
The target population is educators with experience applying positive behavior interventions and support (PBIS) to improve the behavior of students with disabilities. The source population includes educators in learning institutions within the United States. The study population is 20 educators who are currently applying or have applied PBIS in the past to shape the behavior of students with disabilities.
The Sampling Frame and Inclusion/Exclusion Criteria
The sampling frame for the quantitative study will include schools implementing PBIS and all educators teaching students with disabilities enrolled in the schools. The inclusion criteria will be educators teaching students with disabilities and educators implementing PBIS. Conversely, the exclusion criteria will be educators teaching in schools that do not implement PBIS. Further, the sampling frame for the qualitative study will be a smaller, more targeted group of participants from different schools who can provide detailed insights into their experiences with PBIS. The inclusion criteria will be educators who have implemented PBIS and are willing to share personal experiences. On the other hand, the exclusion criteria will be participants unwilling to engage in discussions about their experiences.
Sampling Method/Techniques for Quantitative and Qualitative Designs
Regarding the quantitative study, the appropriate sampling technique is stratified random sampling, which is a probability sampling method. On the other hand, the appropriate sampling method for the qualitative study is purposive sampling, a non-probability sampling method.
Section 3
Impact of Population and Sampling Choices on the Study’s Feasibility
Decisions about the study population and sampling in both quantitative and qualitative studies are crucial since they affect the feasibility of the research. In the quantitative study concerning the use of PBIS for students with disabilities, stratified random sampling will be used to ensure that a representative sample yields generalizable results. However, this approach requires access to an extensive sampling frame, which may be difficult to compile due to privacy. If the population becomes too narrow or hard to reach, it may affect subject recruitment and impact the overall timeline for the study. The qualitative study will use purposive sampling to gather insights from participants with relevant experiences, thus creating a possibility of narrowing the collected perspectives, which will affect the wealth of data and results.
How the Sample Size May Affect Feasibility
Quantitative studies usually require larger samples so that statistical significance can be valid and yield reliable results. On the other hand, recruiting a large number of participants can be extremely resource and time-consuming. While small sample sizes are acceptable in qualitative studies, few participants result in inadequate data since the focus is on depth rather than breadth. The balance between achieving a sufficient sample size and maintaining feasibility is critical in both types of studies.
The Design, Study Population, and Sampling Choices and Their Effect on the Study’s Feasibility
Each research design has a direct impact on the feasibility of the study through its relation to the population under study and the choice of sampling. The quantitative design relies on statistical analysis. Therefore, there should be a well-defined population with a robust sampling frame to generalize findings across similar contexts. Biased results can fail to represent the actual effectiveness of PBIS interventions if the sampling method does not capture the diversity within the target population. On the contrary, a qualitative design emphasizes individual experiences, and thus, great caution should be taken when selecting participants to ensure diversity in viewpoints. However, if purposive sampling does not capture the wide variation in experiences, the applicability of this study and its valuable insights into the impact of PBIS may be limited. Therefore, design alignment with the appropriate population and sampling strategies is key in enhancing feasibility and yielding useful outcomes for both studies.
References
Hanif, M., Shahbaz, M. Q., & Ahmad, S. M. (2017). Sampling techniques: Methods and applications.
Opuda, E. (2022). Finding inclusion and exclusion criteria in datasets.
Patino, C. M., & Ferreira, J. C. (2018). Inclusion and exclusion criteria in research studies: Definitions and why they matter. Jornal Brasileiro de Pneumologia, 44(2), 84-84. https://doi.org/10.1590/s1806-37562018000000088
Willie, M. M. (2022). Differentiating between population and target population in research studies. International Journal of Medical Science and Clinical Research Studies, 02(06). https://doi.org/10.47191/ijmscrs/v2-i6-14
Willie, M. M. (2024). Population and target population in research methodology. Golden Ratio of Social Science and Education, 4(1), 75-79. https://doi.org/10.52970/grsse.v4i1.405
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Question 
Consider your evolving study topic. Prepare a paper organized in the following sections:
Section 1
Define the following terms in your own words (cite references as appropriate):
- Target Population
- Source Population
- Study population
- Sampling Frame
- Inclusion/exclusion Criteria
- Representative Sampling
- Sampling Method/Technique
- Differentiate Random and Non-probability Sampling
- Give at least 3 types of Probability Random Sampling
- Give at least 3 types of Non-Probability Sampling
Section 2
Consider your evolving study. Respond to the following questions related to the work you have done so far in the course:
- With respect to your study, what are the target, source, and study populations?
- What are the sampling frame and inclusion/exclusion criteria for your working quantitative study from Week 4? How do the sampling frame and inclusion/exclusion criteria differ for your qualitative study from Week 5?
- Given the quantitative and qualitative designs you chose for Weeks 4 and 5, what would be a specific sampling method/technique for both? Are those sampling techniques probability or non-probability methods/techniques?
Inclusion of Students with Disabilities within the Learning Environment Using Positive Behavior Interventions and Support
Section 3
Discuss the feasibility of your study by responding to the following prompts:
- Provide at least one paragraph discussing how your population and sampling choices may affect your study’s feasibility.
- Include a brief discussion of how sample size may affect feasibility.
- Provide at least one paragraph discussing the relationship of your overall design, study population, and sampling choices and how they may affect the feasibility of your study.
Length: 1 page, excluding title and reference pages.
References: Include a minimum of 5 scholarly resources or research guides
The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.