Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Decision Making | 3 |
| Planning | 3 |
| Progress Monitoring | 3 |
| Fidelity | 2 |
| Intervention | 2 |
| Program Implementation | 2 |
| Adoption (Ideas) | 1 |
| Autism | 1 |
| Barriers | 1 |
| Behavior Modification | 1 |
| Behavior Problems | 1 |
| More ▼ | |
Author
| Conley, Kathleen M. | 1 |
| Everett, Susannah R. | 1 |
| Grable, Charles R. | 1 |
| Hoffman, Holly H. | 1 |
| McCollow, Meaghan M. | 1 |
| Pinkelman, Sarah E. | 1 |
Publication Type
| Journal Articles | 2 |
| Dissertations/Theses -… | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Indiana | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkConley, Kathleen M.; Everett, Susannah R.; Pinkelman, Sarah E. – Beyond Behavior, 2019
Progress monitoring is an essential element of effectively implementing individualized behavior support. Behavioral progress monitoring allows student support teams to evaluate both the effectiveness of interventions and the fidelity of plan implementation. The purpose of this discussion article is to provide recommendations and guiding questions…
Descriptors: Progress Monitoring, Behavior Modification, Student Behavior, Behavior Problems
McCollow, Meaghan M.; Hoffman, Holly H. – Young Exceptional Children, 2020
Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family. Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how…
Descriptors: Evidence Based Practice, Decision Making, Best Practices, Intervention
Grable, Charles R. – ProQuest LLC, 2019
Response to Intervention (RTI) is defined by the National Association of State Directors of Special Education (NASDSE) as the practice of providing high-quality instruction and intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (2007). Both IDEA 2004 and the…
Descriptors: Program Implementation, Response to Intervention, Elementary School Students, Reading Tests
