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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 0000-0002-0381-9375), Smith, R. Alex
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Mason%2C+Erica+N%2E%22">Mason, Erica N.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0381-9375">0000-0002-0381-9375</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smith%2C+R%2E+Alex%22">Smith, R. Alex</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Based+Assessment%22">Curriculum Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Graphs%22">Graphs</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink>
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  Data: 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.
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      – SubjectFull: Program Implementation
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      – SubjectFull: Fidelity
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Time
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      – SubjectFull: Data Collection
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