Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and developmental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.
Get full access to this article
View all access options for this article.
References
1.
BelfioreP. J.BrowderD. M.The effects of self-monitoring on teacher's data-based decisions and on the progress of adults with severe mental retardationEducation and Training in Mental Retardation2760–671992
2.
BillingsleyF. F.WhiteO. R.MunsonR.Procedural reliability: A rationale and an exampleBehavioral Assessment2229–2411980
3.
BrowderD. M.DemchakM.KellerM.KingD.An in vivo evaluation of the use of data-based rules to guide instructional decisionsThe Journal of the Association for Persons with Severe Handicaps14234–2401989
4.
BrowderD. M.SpoonerF. H.JimenezB.BrowderD. M.SpoonerF.Standards-based invitidualized education plans and progress monitoringTeaching students with moderate and severe disabilitiesGuilford PressNew York42–912011
5.
BrowderD. M.KarvonenM.DavisS.FallinK.Courtade-LittleC.The impact of teacher training on state alternate assessment scoresExceptional Children71267–2822005
6.
BrowderD.LibertyK.HellerM.HuyvettersK. K.Self-management by teachers: Improving instructional decision makingProfessional School Psychology1165–1751986
7.
BrowderD. M.SpoonerF.Teaching students with moderate and severe DisabilitiesGuilford PressNew York2011
8.
BrowderD. M.WakemanS. Y.Ahlgrim-DelzellL.HudsonM.Utilization of formative assessments within educational programs for students with significant cognitive disabilities: current practice, current research, and next stepsChief State School Officers: ASES-SCASS on Alternate Assessment2010
9.
CohenJ.Statistical power analysis for the behavioral sciencesLawrence Erlbaum Associates, PublishersHillsdale, NJ1988Second Edition
10.
CollinsB. C.Moderate and severe disabilities: A foundational approachPrentice HallUpper Saddle River, NJ95–1402007
11.
FarlowL. J.SnellM. E.Teachers use of student performance data to make instructional decisions: Practices in programs for students with moderate to profound disabilitiesThe Journal of the Association for Persons with Severe Handicaps1413–221989
12.
FarlowL. J.SnellM. E.Making the most of student performance dataInnovationsAmerican Association on Mental RetardationWashington, DC31994
13.
FuchsL. S.FuchsD.Effects of systematic formative evaluation: A meta-analysisExceptional Children53199–2081986
14.
Grigg, N. C., Snell, M. E., & Lloyd, B. H. (1989). Visual analysis of student evaluation data: A qualitative analysis of teacher decision making. The Journal of The Association for Persons with Severe Handicaps, 14, 23-32.
15.
Haring, N., Liberty, K., & White, O. R. (1980). Rules for data-based strategy decisions in instructional programs: Current research and implications. In W. Sailor, B. Wilcox, & L. Brown (Eds.), Methods of instruction for severely handicapped learners (pp. 159-162). Baltimore, MD: Brookes.
16.
Munger, G. F., Snell, M. E., & Lloyd, B. H. (1989). A study of the effects of frequency of probe data collection and graph characteristics on teachers’ visual analysis. Research in Developmental Disabilities, 10, 109-127.
17.
Snell, M. E., & Brown, F. (2006). Instruction of students with severe disabilities. 6th Ed. Upper Saddle River, NJ: Pearson. Pp. 210-220.
18.
Utley, B. L., Zigmond, N., & Strain, P. S. (1987). How various forms of data affect teacher analysis of student performance. Exceptional Children, 53, 411-42.
19.
Westling, D. L., & Fox, L. (2004). Teaching students with severe disabilities (pp. 202-224). 3rd Ed. Upper Saddle River, NJ: Prentice Hall.
