Training Preservice Practitioners to Make Data-Based Instructional Decisions

Adapting interventions based on learner progress is paramount to the effectiveness of interventions in special education and applied behavior analysis. Although there is some research on effective methods for training practitioners to make general instructional decisions (e.g., modify an interventio...

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Bibliographic Details
Published in:Journal of behavioral education 2023-03, Vol.32 (1), p.1-20
Main Authors: Wolfe, Katie, McCammon, Meka N., LeJeune, Lauren M., Holt, Ashley K.
Format: Article
Language:English
Subjects:
Accuracy
Analysis
Applied behavior analysis
Behavioral Science and Psychology
Child and School Psychology
Data Use
Decision Making
Decision making models
Evidence Based Practice
Graphs
Intervention
Learning and Instruction
Original Paper
Pedagogy
Preservice Teachers
Preservice training
Psychology
Special education
Teacher education
Teachers
Training
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Summary:Adapting interventions based on learner progress is paramount to the effectiveness of interventions in special education and applied behavior analysis. Although there is some research on effective methods for training practitioners to make general instructional decisions (e.g., modify an intervention) based on graphed performance data, research on training individuals to make specific decisions (e.g., how to modify an intervention) is more limited. Our purpose in this study was to evaluate the effects of a training package, consisting of a brief online training and a visual decision-making model, for increasing preservice teachers’ and behavior analysts’ accuracy in making specific instructional decisions based on graphed performance data. In a multiple baseline across participants design, all participants increased their decision-making accuracy on novel graphs during assessment sessions and maintained accuracy at 1-month follow-up. The implications of these findings for training and future research on data-based decision-making are discussed.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-021-09439-0