Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review.
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...
| Publicado en: | Journal of Learning Disabilities Vol. 57; no. 5; pp. 291 - 303 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep/Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=179766626&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 179766626 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Sep/Oct2024 vid: 57 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 179766626 174485046 179766626 179766626 10.1177/00222194231220070 179766626 ppf: 291 ppct: 12 formats: tig: atl: Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review. aug: au: Choi, Seohyeon Shanahan, Emma Casey-Wilke, Bess An, Jechun Johnson, LeAnne affil: University of Minnesota Twin Cities, Minneapolis, USA sug: subj: Learning Disorders Students with Disabilities Psychosocial Factors Teaching Methods Program Implementation Education, Special Outcomes of Education Implementation Science Human Systematic Review ERIC Database Psycinfo Descriptive Statistics Organizational Change Management Styles Faculty Development Decision Making, Computer Assisted Course Evaluation Support, Psychosocial Information Needs Academic Achievement Self-Efficacy ab: 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. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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