Teacher Use of Student Performance Data to Make Instructional Decisions: Practices in Programs for Students with Moderate to Profound Disabilities

Abstract

Best practices in programs for students with moderate to profound disabilities include the regular collection and use of direct observational data on student performance. Unfortunately, research indicates that teachers who have training in data collection and analysis often do not apply these skills. This study sought to examine the actual decision-making practices of skilled teachers who regularly collected observational data on their students with severe disabilities. A questionnaire was completed by 57 teachers who averaged 6 years' teaching experience. The respondents had been recommended by teacher trainers, program administrators, and researchers in special education as having training and experience in data collection and education of students with severe disabilities. The results of participants' responses to this questionnaire yielded a favorable portrait of experienced teachers trained to use data for program monitoring with students with severe disabilities. The respondents did collect and examine data frequently but did not agree on how to utilize the data. The majority of teachers reported having rules for the types of decisions included in the questionnaire, but there was lack of consensus about how the evaluation of data guided instructional decision making. The aspects of their practices having clear implications for teacher trainers and future research on instructional decisions are discussed.