Diagnostic Teaching: A Modest Proposal

Prouty, Robert; Prillaman, Douglas

doi:10.1086/460578

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…Historically referred to as “diagnostic teaching” (Prouty & Prillaman, 1970), “precision teaching” (Lindsley, 1971), and “data-based program modification” (Deno & Mirkin, 1977), DBDM refers to the ongoing process of collecting and analyzing student-level data to guide instructional decision making (e.g., Deno & Mirkin, 1977; Fuchs & Fuchs, 1986). The NCII recommends a process for data-based individualization (DBI), derived from DBDM, to support students who need intensive intervention support.…”

Section: Characteristics and Procedures Of Dbdmmentioning

confidence: 99%

Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers

et al. 2018

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For students with persistent reading difficulties, research suggests one of the most effective ways to intensify interventions is to individualize instruction through use of performance data—a process known as data-based decision making (DBDM). This article reports a synthesis and meta-analysis of studies of reading interventions containing DBDM for struggling readers, as well as the characteristics and procedures that support the efficacy of these interventions. A systematic search of peer-reviewed literature published between 1975 and 2017 was conducted, resulting in 15 studies of reading interventions that incorporated DBDM for struggling readers in Grades K–12. A comparison of students who received reading interventions with DBDM with those in business-as-usual (BAU) comparison groups yielded a weighted mean effect of g = .24, 95% confidence interval (CI) = [.01 to .46]. A subset of six studies that compared students receiving similar reading interventions with and without DBDM yielded a weighted mean effect of g = .27, 95% CI = [.07, .47]. Implications for DBDM in reading interventions for struggling readers and areas for future research are described. In particular, experimental investigation is necessary to establish DBDM as an evidence-based practice for struggling readers.

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Section: Characteristics and Procedures Of Dbdmmentioning

confidence: 99%

Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers

et al. 2018

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“…What kinds of programs and supports are necessary to help students who lack the academic or social skills necessary for both high school success and preparation for postsecondary education? For example, the role of special education and related services personnel in inclusive efforts has been an issue for more than 40 years (McKenzie et al, 1970; Prouty & Prillaman, 1970; Simonsen et al, 2010). The role of special educators in inclusion may be as coteachers or as consultants to general education teachers.…”

Section: Developing Evidence-based Practices In Transition To Postsecmentioning

confidence: 99%

Transition to Postsecondary Education

Shaw

Dukes

2013

Career Development and Transition for Exceptional Individuals

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Transition policy and programs have primarily focused on preparing students with disabilities for employment. Public policy over the last three decades has gradually broadened to include increasing emphasis on transition to postsecondary education. To date, the literature has primarily addressed matters related to demographics, legislation and policy, and the differences in expectations between secondary and postsecondary education. The authors call upon the field to set a transition research agenda resulting in evidence-based practices that will support the postsecondary educational goals of all students with disabilities.

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“…The process of testing and placement often can be quite time consuming, while little specific help is taking place in the interim. Placement of a child with mild problems can sometimes unnecessarily label a child and exclude him from more of the mainstream of the school than necessary (Prouty & Prillaman 1970). And unfortunately, sometimes placement of a child for even a small part of his school day in a special education program can, in the mind of some school personnel, shift the major responsibility of remediating the child's problems from the regular classroom teacher to the special education teacher (Newcomer 1977).…”

Section: Comparison With Other Modelsmentioning

confidence: 99%

Meeting the Needs of a Child with Mild Learning Problems

Gilhool

Ginn

1982

J Learn Disabil

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The diagnostic-prescriptive teacher program is an organizational model designed to provide help within the regular classroom for children with mild learning problems.The key to the program is the diagnostic-prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular classroom teacher. The article outlines the rationale and distinctive characteristics of the program and describes in detail the procedures used. The program is compared with other models currently used to provide services to children with mild learning difficulties.

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Diagnostic Teaching: A Modest Proposal

Cited by 4 publications

References 1 publication

Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers

Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers

Transition to Postsecondary Education

Meeting the Needs of a Child with Mild Learning Problems

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