The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers’ knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to (a) be published in English, (b) include in-service or pre-service K–12 teachers as participants, (c) use an empirical group design, and (d) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was g = 0.57 ( p < .001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed.

Instructional riorities upports, and ccess pportunities: Review Tip #2. Rank the need to prioritize each of the following when developing reading goals and instructional plans for the student. Key 1 = Not a priority at this time. 2 = Low priority. 3 = Moderate priority. 4 = High priority. 5 = Very high priority. Increasing Independence as a Reader Section F: Goal rioritizing: List goals that appear to be the most important to consider in the upcoming academic year.

The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise ( n = 12), Class-Wide Function-Related Intervention Teams ( n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format ( n = 30) and the inclusion of ongoing coaching ( n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.

We trained a public school teacher to conduct a trial-based functional analysis (FA) in her self-contained classroom during school hours with other children present. Using FA data as baseline, we validated our intervention by tracking changes in response latencies from the onset of relevant establishing operations (compounded across time). Latency data and social validity measures both confirmed treatment efficacy.

In this comprehensive review, 32 studies were identified in which researchers investigated the effect of real-time performance feedback delivered via technology on interventionist implementation of instructional practices. Studies were evaluated for methodological rigor with quality indicators from the Council for Exceptional Children. Twenty-two single case designs and one group design met all quality indicators. The single case designs were analyzed using visual analysis and given success estimates calculated as a ratio of the number of demonstrated effects to potential demonstrations of effect. Methodologically sound evidence indicates that real-time performance feedback is an evidence-based practice for changing interventionist behavior during intervention sessions. Implications for research and practice are discussed.