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Teacher interpretation and application of graphed behavioral data throughout the RTI process
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Belmonte, Colleen Patricia Ann. Teacher interpretation and application of graphed behavioral data throughout the RTI process. Retrieved from https://doi.org/doi:10.7282/t3-qe7p-cv27

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TitleTeacher interpretation and application of graphed behavioral data throughout the RTI process
NameBelmonte, Colleen Patricia Ann (author); Harrison, Judith R (chair); O'Donnell, Angela (internal member); Tomlinson-Clarke, Saundra (internal member); Chiu, Chi-ya (internal member); Manente, Christopher (outside member); Rutgers University; School of Graduate Studies
Date Created2020
Other Date2020-05 (degree)
SubjectBehavior, Education
Extent1 online resource (xv, 142 pages) : illustrations
DescriptionStudents with or at-risk of High Incidence Disabilities (HID) experience a multitude of negative outcomes. To intervene early, many schools have elected to implement evidence-based practices within Response to Intervention (RTI). RTI targets the academic and behavioral progress of students deemed “at risk” for HID with increasingly intensive interventions. Throughout the RTI process, teachers play a critical role in data-based decision-making by collecting, interpreting, and applying behavioral data. However, very limited research has explored teacher ability, confidence, or usefulness to engage in this role. As such, the purpose of this study was to explore pre-service and in-service teachers’ ability, confidence, willingness, and perceived usefulness to interpret and apply behavioral data before and after a brief behavior analytic training titled “Collecting, Interpreting, and Applying Graphed Behavioral Data” (CIA-GBD), and the factors that influenced each outcome. One hundred and one participants completed a survey and 24 participants attended CIA-GBD. Results indicated that, prior to CIA-GBD, teachers were somewhat able to find specific information in the graphed data, but were challenged to interpret the effects of intervention or make decisions based on the data. After training, teacher ability increased in all aspects; with the exceptions of data application. In addition, teacher confidence and willingness to interpret and apply graphed behavioral data increased. These data suggest the benefits of a brief training to increase teacher data use and application.
NotePh.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-qe7p-cv27
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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