Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers' DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators' implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings.

中文翻译：

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针对具有强化学习需求的学生的基于数据的教学的实施驱动因素：系统回顾。


尽管经过数十年的研究努力，针对有强化干预需求的学生的数据教学（DBI）并没有像预期的那样在实践中得到广泛应用，许多教育工作者在实施时遇到困难。本系统综述旨在研究哪些类型的实施驱动因素和策略被用于支持教育工作者实施 DBI，以及研究人员测量了哪些类型的实施结果。使用实施驱动因素框架和实施结果分类法综合了十八项研究，并进行了质量评估。我们发现，大多数研究主要利用能力驱动因素来提高教师的 DBI 专业知识，而少数研究则侧重于组织和领导力驱动因素。可接受性和保真度经常被评估为实施结果。我们讨论了研究结果的含义，包括研究人员需要在不同层面上纳入实施驱动因素和结果，以最好地支持教育工作者实施 DBI，以及本次审查的局限性，例如研究结果的普遍性有限。