Skip to main content
Article
Data-Based Decisions Guidelines for Teachers of Students with Severe Intellectual and Developmental Disabilities
Education and Training in Autism and Developmental Disabilities
  • Bree A. Jimenez, University of North Carolina at Greensboro
  • Pamela J. Mims, East Tennessee State University
  • Diane M. Browder, University of North Carolina at Charlotte
Document Type
Article
Publication Date
1-1-2012
Description
Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.
Posted Versions
Published PDF
Copyright Statement

This document was published with permission by the publisher. It was originally published by the Education and Training in Autism and Developmental Disabilities.

Citation Information
Bree A. Jimenez, Pamela J. Mims and Diane M. Browder. "Data-Based Decisions Guidelines for Teachers of Students with Severe Intellectual and Developmental Disabilities" Education and Training in Autism and Developmental Disabilities Vol. 47 Iss. 4 (2012) p. 407 - 413 ISSN: 2154-1647
Available at: http://works.bepress.com/pamela-mims/55/