[article]
| Titre : |
A Survey of Data-Based Decision-Making Practices of Teachers of Students With Autism or Intellectual Disability |
| Type de document : |
texte imprimé |
| Auteurs : |
Meka N. MCCAMMON, Auteur ; Katie WOLFE, Auteur ; Aaron R. CHECK, Auteur |
| Article en page(s) : |
p.16-28 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
data-based decision-making professional development teacher preparation |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Data-based decision-making (DBDM) is crucial for teachers of students with autism or intellectual disability, yet little is known about their engagement in DBDM. We surveyed 77 teachers in the southeastern United States who had worked with students with autism or intellectual disability in self-contained classrooms in the past year. They reported their training and practices in DBDM and the variables they perceived to facilitate and inhibit data collection, graphing, and data-based decision-making. Teachers reported minimal training in DBDM. While some frequently collect data, methods and frequency of data interpretation for instructional decisions vary. Teachers identified time as the biggest barrier to DBDM. Despite recognizing its importance, teachers lack tools to meet accountability standards, highlighting the need for preservice training and ongoing support. Research is warranted on efficient and effective methods for training teachers of students with autism or intellectual disability to engage in DBDM in their classrooms. |
| En ligne : |
https://dx.doi.org/10.1177/10883576251396534 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 |
in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.16-28
[article] A Survey of Data-Based Decision-Making Practices of Teachers of Students With Autism or Intellectual Disability [texte imprimé] / Meka N. MCCAMMON, Auteur ; Katie WOLFE, Auteur ; Aaron R. CHECK, Auteur . - p.16-28. Langues : Anglais ( eng) in Focus on Autism and Other Developmental Disabilities > 41-1 (March 2026) . - p.16-28
| Mots-clés : |
data-based decision-making professional development teacher preparation |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Data-based decision-making (DBDM) is crucial for teachers of students with autism or intellectual disability, yet little is known about their engagement in DBDM. We surveyed 77 teachers in the southeastern United States who had worked with students with autism or intellectual disability in self-contained classrooms in the past year. They reported their training and practices in DBDM and the variables they perceived to facilitate and inhibit data collection, graphing, and data-based decision-making. Teachers reported minimal training in DBDM. While some frequently collect data, methods and frequency of data interpretation for instructional decisions vary. Teachers identified time as the biggest barrier to DBDM. Despite recognizing its importance, teachers lack tools to meet accountability standards, highlighting the need for preservice training and ongoing support. Research is warranted on efficient and effective methods for training teachers of students with autism or intellectual disability to engage in DBDM in their classrooms. |
| En ligne : |
https://dx.doi.org/10.1177/10883576251396534 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 |
|  |
A Survey of Data-Based Decision-Making Practices of Teachers of Students With Autism or Intellectual Disability in Focus on Autism and Other Developmental Disabilities, 41-1 (March 2026)
