Acceso usuarios
Kristen L. McMaster, Erica S. Lembke, Jaehyun Shin, Apryl L. Poch, R. Smith, Pyung-Gang Jung, Abigail A. Allen, Kyle Wagner
We examined the effects of a professional development (PD) system designed to support teachers’ use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided tools for early writing assessment and intervention, learning modules including face-to-face workshops followed by classroom application, and ongoing coaching to support DBI implementation. Special education teachers in 19 classrooms in 2 Midwestern districts were assigned randomly to receive DBI-TLC or to a business-as-usual control group. All teachers completed pre- and posttests of DBI knowledge and skills and self-efficacy, and DBI-TLC teachers’ fidelity to DBI was assessed. Fifty-three students (2 to 3 from each classroom) completed pre- and posttests of early writing using curriculum-based measures (CBM) and the Test of Early Written Language-3 (TEWL-3). DBI-TLC teachers outperformed controls at posttest on DBI knowledge and skills (Hedge’s g = 2.88) and reported a more explicit writing instruction orientation compared to controls (g = 1.63). DBI fidelity varied (on average, 84% for assessment, 79% for intervention, and 52% for decision-making). Students whose teachers implemented DBI showed a pattern of stronger early writing performance compared to control students on CBM, with effect sizes of 0.23 to 0.40, but not on the TEWL-3 (0.02 to 0.13). We discuss the promise of DBI-TLC to improve teacher practice and student outcomes, as well as the need to continue to explore ways to support teachers’ implementation of DBI with fidelity. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
