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7 - Helping Teachers Use Progress Monitoring Data for Intervention Decisions

from Part II - Teacher- and System-Level Interventions

Published online by Cambridge University Press:  18 September 2020

By
Matthew K. Burns ,
Lisa N. Aguilar  and
Crystal N. Taylor
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Progress monitoring is an important part of any prevention and intervention model. The data can be used not only to evaluate whether the intervention is working, but also to suggest potential modifications to the intervention. This chapter defines progress monitoring, and presents data-based decision making, formative evaluation, and psychometric theory as the foundations for it. We also discuss the role of general outcome measures and subskill mastery measures in light of the last 25 years of research. Finally, the chapter discusses the role that progress monitoring has in a prevention model by providing an overview of decision-making models and how the data can be used to intensify interventions.

Keywords

progress monitoringsubskill mastery measuregeneral outcome measureintervention intensityformative evaluationdata-based decision making
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 102 - 119
Publisher: Cambridge University Press
Print publication year: 2020

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