Toward Developing and Validating a Measure to Appraise Progress Monitoring Ability

Collin Shepley, Amanda Leigh Duncan, Anthony P. Setari

Research output: Contribution to journalArticlepeer-review


The provision of progress monitoring within publicly funded early childhood classrooms is legally required, supported by empirical research, and recommended by early childhood professional organizations, for teachers providing Part B services under the Individuals with Disabilities Education Act. Despite the widespread recognition of progress monitoring as an essential tool to support child development in early childhood classrooms, clear guidance on what constitutes high-quality progress monitoring is unclear. Therefore, we sought to develop and validate a new teacher quality measure specific to progress monitoring. Such a measure may assist school districts and early childhood programs in understanding the ability of their teachers for engaging in progress monitoring and supporting children with or at risk for disability or delay. Rasch analyses suggest that additional items of greater difficulty are needed within the measure, prior to public release (

Original languageEnglish
JournalJournal of Early Intervention
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 SAGE Publications.


  • data collection
  • measurement
  • preschool
  • progress monitoring
  • teacher quality

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health


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