Toste Jessica R, Filderman Marissa J, Clemens Nathan H, Fry Erica
The University of Texas at Austin, USA.
The Meadows Center for Preventing Educational Risk, Austin, TX, USA.
J Learn Disabil. 2025 Jan-Feb;58(1):33-45. doi: 10.1177/00222194241231768. Epub 2024 Feb 27.
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 U.S. pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers' responses related to or they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.
基于数据的教学（DBI）是一个过程，在这个过程中，教师使用进展数据为有学习障碍的学生做出持续的教学决策。基于课程的测量（CBM）是进展监测的一种常见形式，CBM数据被绘制在图表上以指导决策。尽管图表解读在DBI的成功实施中起着核心作用，但在特殊教育教师中，对这项技能的研究相对较少。在本研究中，我们考察了32名美国职前特殊教育教师（29名女性和3名男性）的数据决策情况。参与者依次查看CBM进展图表上呈现的数据，并在每次表示要做出教学改变时，采用出声思考程序来解释他们的推理过程。我们还要求参与者针对描绘10周数据的静态CBM进展图表做出同样类型的决策。总体而言，职前教师在与是否会做出教学改变相关的反应上存在不一致。决策往往受到与图表相关的特征影响，比如数据的变异性。此外，这些反应表明存在误解，导致过早做出教学改变决策以及依赖个别数据点。
