This study serves as an initial attempt to establish content validity for graphs likely to be included in trainings targeting progress monitoring for professionals serving learners with or at risk for disabilities. We created a survey containing 32 graphic displays of hypothetical learner data. These surveys were administered to a sample of special education teachers, behavior analysts, higher education faculty, and related service providers. Survey respondents rated each graph on its likelihood of being encountered in practice and whether a graph depicted a therapeutic effect. Results indicated that graphs displaying a therapeutic effect were most likely to be encountered and that graphs with variable data in either a baseline or intervention condition were associated with incorrect visual analysis determinations. Implications of our findings are discussed with respect to personnel who develop and provide trainings on analyzing learners’ progress monitoring data.
|Journal||Remedial and Special Education|
|State||Accepted/In press - 2022|
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding was provided by the Institute of Education Sciences, Grant No. R324B210002.
© Hammill Institute on Disabilities 2022.
- data analysis
- professional development
- progress monitoring
- visual analysis
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health