{"title":"The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs","authors":"Lindsay Ruhter, Meagan Karvonen","doi":"10.1177/07419325231164636","DOIUrl":null,"url":null,"abstract":"There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice including student progress in the general education curriculum are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325231164636","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice including student progress in the general education curriculum are discussed.
期刊介绍:
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.