Tracking Intervention Dosage to Inform Instructional Decision Making
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| Title: | Tracking Intervention Dosage to Inform Instructional Decision Making |
|---|---|
| Language: | English |
| Authors: | Mason, Erica N. (ORCID |
| Source: | Intervention in School and Clinic. Nov 2020 56(2):92-98. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A170101 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Intervention, Program Implementation, Fidelity, Students with Disabilities, Time, Data Collection, Data Use, Curriculum Based Assessment, Program Effectiveness, Educational Technology, Graphs, Decision Making |
| DOI: | 10.1177/1053451220914897 |
| ISSN: | 1053-4512 |
| Abstract: | Intervention dosage is an often-overlooked aspect of implementation fidelity. Tracking intervention dosage is critical for ensuring students with disabilities were present for and received the intervention for as many minutes as intended. Used in tandem with student performance data, intervention dosage can provide a clearer picture of intervention success. This article presents strategies for how teachers can plan for, collect, and use intervention dosage data to inform instructional data-based decision making. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | EJ1271201 |
| Database: | ERIC |
| Abstract: | Intervention dosage is an often-overlooked aspect of implementation fidelity. Tracking intervention dosage is critical for ensuring students with disabilities were present for and received the intervention for as many minutes as intended. Used in tandem with student performance data, intervention dosage can provide a clearer picture of intervention success. This article presents strategies for how teachers can plan for, collect, and use intervention dosage data to inform instructional data-based decision making. |
|---|---|
| ISSN: | 1053-4512 |
| DOI: | 10.1177/1053451220914897 |
