Training Teachers in Inclusive Classrooms to Collect Data on Individualized Child Goals

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Pages (from-to)253-266
Number of pages14
JournalTopics in Early Childhood Special Education
Issue number4
StatePublished - Feb 2022

Bibliographical note

Funding 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.

Publisher Copyright:
© Hammill Institute on Disabilities 2020.


  • assessment
  • experimental studies
  • generalization
  • personnel
  • research methodologies
  • single-subject designs
  • teachers

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health


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