Multilevel modeling, Self-monitoring, Data-based individualization, Behavior intervention
- Iowa City
From 2016 to 2017
Background and Purpose
Schools across the country were being called to account for student progress in social-behavioral skills as well as academic skills. For at-risk students and those with disabilities who were receiving interventions, monitoring progress on a frequent-ongoing basis was imperative to determine their responses and make accurate decisions accordingly.
In the behavioral domain, the data-based decision-making process can be cumbersome and complicated due to most educators' lack of training. Professional Development (PD) on data use was often inadequate or non-existent and there were no behavioral standards with accompanying decision-making rules like in academic progress monitoring. For teachers who were not trained in using data to make individualized decisions, data mentors or coaches with expert-level knowledge had been recommended.
This project addressed the critical need for data-based decision making support for teachers intervening with students who have challenging behaviors. This was done with an empirically-supported, technology-based intervention called SCORE IT, which was used to improve students' self-regulatory behavior. The researcher provided a series of high-quality professional development sessions related to implementing intervention, analyzing behavioral progress, monitoring data, and making decisions at an ongoing basis. Teachers then implemented strategies learned from the PD with participating students. Student outcomes were then measured.
- Teachers significantly improved their conceptual understanding, self-efficacy, and perceptions of usability and feasibility of data-based individualization from pre-training to post-training
- Students significantly improved their behavior from baseline to intervention
- Bruhn, A. L., Rila, A., Mahatmya, D., Estrapala, S., & Hendrix, N. (2018). The effects of data-based, individualized interventions for behavior. Journal of Emotional and Behavioral Disorders. doi:10.1177/1063426618806279