Progress-monitoring data collection is an essential skill for teachers serving children for whom the general curriculum is insufficient. As the field of early childhood education moves toward tiered service provision models, the importance of routine data collection is heightened. Therefore, we evaluated the effects of a training package on preschool teachers’ implementation of progress-monitoring strategies to collect data on children in need of supports beyond those provided through the general curriculum. This study employed a single-case experimental design in which generalized teacher behavior was collected within the context of the design. In addition, masked reliability data collectors were used throughout the study and an analysis of bias was conducted by a researcher unaffiliated with the study. Social and ecological validity data were collected using a multi-method approach.
|Number of pages||14|
|Journal||Topics in Early Childhood Special Education|
|State||Published - Feb 2022|
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The study was funded through the University of Kentucky’s Blackhurst Dissertation Award, Denemark Award, and Partington Award.
© Hammill Institute on Disabilities 2020.
- experimental studies
- research methodologies
- single-subject designs
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health