ERIC Number: EJ1304778
Record Type: Journal
Publication Date: 2021
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Available Date: N/A
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports
Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Stecker, Pamela M.
Journal of Learning Disabilities, v54 n5 p319-333 Sep-Oct 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 intervention needs, including students with learning disabilities. We begin by summarizing a recent meta-analysis of CBM-DBI studies focused on academic outcomes. We then reconsider studies from that meta-analysis to further explore the supports required to enrich teachers' instructional decision-making within CBM-DBI and improve student learning. We next draw conclusions and propose a renewed program of instructional utility CBM-DBI research for capitalizing on technology's potential to enhance productive instructional decision-making for students who require intensive intervention, fulfill DBI's potential, and bring CBM-DBI to scale.
Descriptors: Curriculum Based Assessment, Data Use, Individual Instruction, Special Needs Students, Students with Disabilities, Learning Disabilities, Decision Making, Intervention, Educational Research
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A