Comparing General and Special Education Teacher Perspectives on Data-Driven Decision Making: An Evidence-Based Practice

• In Event: Hilton Roundtable 2
  In Roundtable Session: Using Data as Evidence for Improving Student Outcomes

Abstract

Given the growing rate of inclusion programming for students with autism spectrum disorder (ASD), general and special education teachers’ data-driven decisions equally influence student outcomes. However, data-driven decision making—an evidence-based practice (EBP)—does not always occur. The objective of this study was to deepen our understanding of the influences that promote or impede teachers’ intentions to collect data, as well as overall attitudes toward EBPs. The theory of planned behavior (TPB) was the framework applied to interpret intentions to collect student data. Results from this study suggest these two groups of teachers—both supporting students with ASD—feel differently about collecting data and EBPs. Implications of the findings are discussed regarding teacher development and use of data-driven decision making.

Authors

• Blaine Garman-McClaine, Indiana University - Bloomington

• Gretchen D. Butera, Indiana University