The Effects of an Online Data-Based Decisions Professional Development for In-service Teachers of Students with Significant Disability

Abstract

With the increase in the use of online professional development resources, especially for rural educators, this study evaluated the effects of online training modules on in-service teachers' ability to collect and use instructional progress monitoring data to make instructional decisions for students with significant disability (i.e., moderate to severe intellectual disability, autism). In this randomized control study, 29 teachers across three states participated in online data collection or data collection plus data-based decision making training. In addition, the generalization of teachers' ability to use data-based decisions with their own student outcome data were measured. Results indicated that while the modules did support teachers' acquisition of new information, they were not sufficient to carry over to applied use on their own students' data. Further discussion on the use of module-based professional development will be presented as well as how teachers in rural areas can access this information.

Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders

“…d Marquez et al (2016); Simonsen, Myers, and DeLuca (2010). e Erickson, Noonan, and McCall (2012); Jimenez, Mims, and Baker (2016). f Lomos, Hofman, and Bosker (2011); McLaughlin and Talbert (2006); Vescio, Ross, and Adams (2008).…”

Teachers’ Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder

“…Training procedures are generally classified as indirect or direct training. Indirect training is accomplished through didactic instruction and has proven to be generally ineffective when employed as the primary method of training (Dichaba and Mokhele 2012 ; Dufrene et al 2014 ; Jimenez et al 2016 ; Sterling-Turner et al 2002 ). When examining the efficacy of didactic instruction in behavioral interventions, correct implementation rapidly decreases after initial training (Addison and Lerman 2009 ; Martinussen et al 2011 ).…”

A Tale of Two Countries: An International Perspective on Non-Traditional Special Education

“…Jimenez et al (2016) found online PD without feedback to only increase teacher knowledge, not application of skills. However, professional development delivered online, with embedded coaching and feedback, has been shown effective in increasing both teacher knowledge and application of new skills (Cheek et al, 2019; Degirmenci, 2018).…”

“…It is well-documented that both teachers in general education settings (Darling-Hammond et al, 2017;Guskey, 2002;Tekin-Iftar et al, 2017) and special education settings (Cooc, 2019;Odom, 2009) need to be supported by professional development. Jimenez et al (2016) found online PD without feedback to only increase teacher knowledge, not application of skills. However, professional development delivered online, with embedded coaching and feedback, has been shown effective in increasing both teacher knowledge and application of new skills (Cheek et al, 2019;Degirmenci, 2018).…”