Assignment: Strategic Points Template
10 Strategic Points Quantitative Study Extraction #2

RES-850 Modified 10 Strategic Points Template

Article Citation

Point

Description

Location

(Page #)

Broad Topic Area

Lit Review

Problem Statement

Research Questions

Sample

Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)

Methodology & Design

Purpose Statement

Data Collection Approach

Data Analysis Approach

Evaluation (Maximum 250-500 words)

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10 Strategic Points Quantitative Study Extraction #2
Details:

In the prospectus, proposal, and dissertation there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research, are present in almost any research study. The ability to identify these points is one of the first skills required in the creation of a viable doctoral dissertation. In this assignment, you will identify and evaluate 10 strategic points in a published quantitative research study.

General Requirements:

Use the following information to ensure successful completion of the assignment:

Review the Wigton dissertation.
Locate and download “Modified 10 Points Template.”
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APA style is not required for this assignment.
You are not required to submit this assignment to Turnitin.
Directions:

Using the “Modified 10 Points Template,” identify each of the 10 strategic points in this quantitative dissertation.

Complete the “Evaluation” section of the template by addressing the following questions (250-500 words) with regard to the 10 strategic points in the study:

Discuss the key points in the literature review and how the author used this section to identify the gap or problem addressed in the study.
Describe the variables under study and how they are a key component in this quantitative research study. You are not expected to understand the differences between variables at this point, but should be able to identify how they inform the problem, purpose, research questions and data collection instruments.
Describe the problem and how it informed the research questions under study.
Describe the quantitative design used and why it is appropriate for the identified problem and research questions. Support your response with a peer-reviewed citation from a research source.
Assess the appropriateness of the instruments used to collect data and answer the research questions as well as to address the stated problem.
Discuss how the problem statement informed the development of the purpose statement in this study.
RES-825-RS-Modified10PointsTemplate.docx RES-825-RS-WigtonQuantDissertation.pdf

Evaluating 19-Channel Z-score Neurofeedback:

Addressing Efficacy in a Clinical Setting

Submitted by

Nancy L. Wigton

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctorate of Philosophy

Grand Canyon University

Phoenix, Arizona

May 15, 2014

All rights reserved

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UMI 3625170 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.

UMI Number: 3625170

© by Nancy L. Wigton, 2014

All rights reserved.

Abstract

Neurofeedback (NF) is gaining recognition as an evidence-based intervention grounded

in learning theory, and 19-channel z-score neurofeedback (19ZNF) is a new NF model.

Peer-reviewed literature is lacking regarding empirical-based evaluation of 19ZNF. The

purpose of this quantitative research study was to evaluate the efficacy of 19ZNF, in a

clinical setting, using archival data from a Southwest NF practice, with a retrospective

one-group pretest-posttest design. Each of the outcome measures framed a group such

that 19ZNF was evaluated, as it relates to the particular neuropsychological constructs of

attention (n = 10), behavior (n = 14), executive function (n = 12), as well as

electrocortical functioning (n = 21). The research questions asked if 19ZNF improves

these constructs. One-tailed t tests performed, compared pre-post scores for included

clinical assessment scales, and selected quantitative electroencephalographic (QEEG)

metrics. For all pre-post comparisons, the direction of change was in the predicted

direction. Moreover, for all outcome measures, the group means were beyond the

clinically significant threshold before 19ZNF, and no longer clinically significant after

19ZNF. All differences were statistically significant, with results ranging from p = .000

to p = .008; and effect sizes ranging from 1.29 to 3.42. Results suggest 19ZNF improved

attention, behavior, executive function, and electrocortical function. This study provides

beginning evidence of 19ZNF’s efficacy, adds to what is known about 19ZNF, and offers

an innovative approach for using QEEG metrics as outcome measures. These results may

lead to a greater acceptance of 19ZNF, as well as foster needed additional scientific

research.