TY - JOUR
T1 - Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs
T2 - A Systematic Review
AU - Choi, Seohyeon
AU - Shanahan, Emma
AU - Casey-Wilke, Bess
AU - An, Jechun
AU - Johnson, Le Anne
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2023.
PY - 2023
Y1 - 2023
N2 - Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers’ DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators’ implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings.
AB - Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers’ DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators’ implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings.
KW - data-based instruction
KW - implementation science
KW - students with intensive learning needs
UR - http://www.scopus.com/inward/record.url?scp=85181219222&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85181219222&partnerID=8YFLogxK
U2 - 10.1177/00222194231220070
DO - 10.1177/00222194231220070
M3 - Review article
C2 - 38158822
AN - SCOPUS:85181219222
SN - 0022-2194
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
ER -