The Feasibility of Technology to Support Data-Driven Decision Making in Early Head Start Classrooms
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| Title: | The Feasibility of Technology to Support Data-Driven Decision Making in Early Head Start Classrooms |
|---|---|
| Language: | English |
| Authors: | Rebecca E. Davis (ORCID |
| Source: | Journal of Special Education Technology. 2026 41(1):16-29. |
| Availability: | SAGE Publications. 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A170141 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Technology Uses in Education, Evidence Based Practice, Decision Making, Social Services, Early Intervention, Federal Programs, Early Childhood Teachers, Early Childhood Education, Progress Monitoring, Infants, Toddlers, Educational Technology |
| Laws, Policies and Program Identifiers: | Early Head Start |
| DOI: | 10.1177/01626434251317982 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | Educators have struggled to implement research-based practices effectively, particularly in early childhood settings where data-driven decision making (DDDM) is important for guiding practice. Implementation of DDDM is hindered by a lack of progress monitoring assessments, guidelines for how to use data to inform intervention decisions, and professional development for educators. To address these challenges, tools like the Individual Growth and Development Indicators (IGDIs) and the Making Online Decisions (MOD) system have been developed, demonstrating significant benefits in enhancing education outcomes when used effectively. The purpose of this study was to investigate the feasibility of the MOD to enhance DDDM for young children performing below benchmark in Early Head Start. Findings indicated that the MOD increased the frequency of progress monitoring, high implementation fidelity, and sustainability after research support was discontinued. Educator satisfaction was generally high, but suggestions were made for improvements. Limitations, implications for practice, and future directions are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1496890 |
| Database: | ERIC |
| Abstract: | Educators have struggled to implement research-based practices effectively, particularly in early childhood settings where data-driven decision making (DDDM) is important for guiding practice. Implementation of DDDM is hindered by a lack of progress monitoring assessments, guidelines for how to use data to inform intervention decisions, and professional development for educators. To address these challenges, tools like the Individual Growth and Development Indicators (IGDIs) and the Making Online Decisions (MOD) system have been developed, demonstrating significant benefits in enhancing education outcomes when used effectively. The purpose of this study was to investigate the feasibility of the MOD to enhance DDDM for young children performing below benchmark in Early Head Start. Findings indicated that the MOD increased the frequency of progress monitoring, high implementation fidelity, and sustainability after research support was discontinued. Educator satisfaction was generally high, but suggestions were made for improvements. Limitations, implications for practice, and future directions are discussed. |
|---|---|
| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434251317982 |
