Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers’ responses related to when or why they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.

中文翻译：

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Graph Out Loud：职前教师的数据决策和 CBM 进度图的解释


基于数据的教学 (DBI) 是教师使用进度数据为有学习障碍的学生做出持续教学决策的过程。基于课程的测量（CBM）是进度监控的常见形式，CBM 数据放置在图表上以指导决策。尽管图形解释在 DBI 的成功实施中发挥着核心作用，但对特殊教育教师这项技能的研究相对较少。在本研究中，我们检查了 32 名职前特殊教育教师（29 名女性和 3 名男性）的数据决策。参与者查看 CBM 进度图上按顺序呈现的数据，并在每次表示将进行教学更改时使用有声思考程序来解释他们的推理。我们还要求参与者根据描述 10 周数据的静态 CBM 进度图做出相同类型的决策。总体而言，职前教师对于何时或为何进行教学改变的回答不一致。决策通常受到图形相关特征的影响，例如数据的可变性。此外，答复表明存在误解，导致过早做出教学改变决策和依赖个人数据点。