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Direct linkKristen L. McMaster; Erica S. Lembke; Emma Shanahan; Seohyeon Choi; Jechun An; Christopher Schatschneider; McKinzie D. Duesenberg-Marshall; Seyma Birinci; Elizabeth McCollom; Carol Garman; Kim Moore – Journal of Learning Disabilities, 2025
In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n…
Descriptors: Data Use, Individualized Instruction, Writing Instruction, Special Needs Students
Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Stecker, Pamela M. – Journal of Learning Disabilities, 2021
The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers' instructional decision-making within curriculum-based measure-data-based individualization (CBM-DBI) in ways that enhance the learning outcomes of students with intensive…
Descriptors: Curriculum Based Assessment, Data Use, Individual Instruction, Special Needs Students
Jechun An; Emma Shanahan; Seohyeon Choi; Kristen L. McMaster – Journal of Learning Disabilities, 2025
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed…
Descriptors: Predictor Variables, Faculty Development, Teaching Methods, COVID-19
