Going Beyond Data Analysis: Training Preservice Special Education Teachers to Select Instructional Strategies Through the Learning Stages Framework

Abstract Data-based individualization (DBI) is a fundamental practice in special education and a critical skill for special educators. However, many preservice special education teachers receive limited instruction in DBI during their preparation programs and, therefore, lack these skills. In this single-case design study, researchers examined the effectiveness of a training based on the stages of learning framework in teaching four preservice special education teachers to analyze student progress data and conduct an important step in the DBI process: making data-informed strategy selections. Researchers found a functional relation between the training and participants’ accuracy in identifying the correct stage of learning and selecting the corresponding instructional strategy, both with explanations. Participants maintained high levels of accuracy in identifying the correct stage of learning with explanation and moderately maintained accuracy in selecting the corresponding instructional strategy with explanation.