{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:08:19Z","timestamp":1777892899597,"version":"3.51.4"},"reference-count":41,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2024,2,27]],"date-time":"2024-02-27T00:00:00Z","timestamp":1708992000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"funder":[{"DOI":"10.13039\/100016395","name":"National Center for Special Education Research, Institute of Education Sciences","doi-asserted-by":"publisher","award":["R324A190126"],"award-info":[{"award-number":["R324A190126"]}],"id":[{"id":"10.13039\/100016395","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2025,1]]},"abstract":"<jats:p>Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 U.S. pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers\u2019 responses related to when or why they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.<\/jats:p>","DOI":"10.1177\/00222194241231768","type":"journal-article","created":{"date-parts":[[2024,2,28]],"date-time":"2024-02-28T01:23:08Z","timestamp":1709083388000},"page":"33-45","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Graph Out Loud: Pre-Service Teachers\u2019 Data Decisions and Interpretations of CBM Progress Graphs"],"prefix":"10.1177","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6327-0054","authenticated-orcid":false,"given":"Jessica R.","family":"Toste","sequence":"first","affiliation":[{"name":"The University of Texas at Austin, USA"},{"name":"The Meadows Center for Preventing Educational Risk, Austin, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Marissa J.","family":"Filderman","sequence":"additional","affiliation":[{"name":"The University of Alabama, Tuscaloosa, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8361-1303","authenticated-orcid":false,"given":"Nathan H.","family":"Clemens","sequence":"additional","affiliation":[{"name":"The University of Texas at Austin, USA"},{"name":"The Meadows Center for Preventing Educational Risk, Austin, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-9393-1408","authenticated-orcid":false,"given":"Erica","family":"Fry","sequence":"additional","affiliation":[{"name":"The University of Texas at Austin, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2024,2,27]]},"reference":[{"key":"bibr1-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.2009.12087837"},{"key":"bibr2-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2012.09.004"},{"key":"bibr3-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.2007.12087956"},{"key":"bibr4-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.2010.12087765"},{"key":"bibr5-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2012.11.001"},{"key":"bibr6-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1177\/1534508412447010"},{"key":"bibr7-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1177\/001440298505200303"},{"key":"bibr8-00222194241231768","doi-asserted-by":"publisher","DOI":"10.17161\/foec.v19i8.7497"},{"key":"bibr9-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.2001.12086131"},{"key":"bibr10-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1007\/s11618-018-0836-9"},{"key":"bibr11-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1177\/0022219421997103"},{"key":"bibr12-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1111\/ldrp.12123"},{"key":"bibr13-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1177\/0040059917740701"},{"key":"bibr14-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1177\/0022466918790001"},{"key":"bibr15-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-5826.2011.00347.x"},{"key":"bibr16-00222194241231768","doi-asserted-by":"publisher","DOI":"10.2307\/749671"},{"key":"bibr17-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1177\/00222194231215031"},{"key":"bibr18-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.1989.12085429"},{"key":"bibr19-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1177\/0022219420950654"},{"key":"bibr20-00222194241231768","volume-title":"Evaluation of support for using student data to inform teachers\u2019 instruction","author":"Gleason P.","year":"2019"},{"key":"bibr21-00222194241231768","volume-title":"Effects of presentation modality on teachers\u2019 data interpretation accuracy and perceptions of intervention and consultant effectiveness","author":"Gotcher N.","year":"2011"},{"key":"bibr22-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.477"},{"key":"bibr23-00222194241231768","volume-title":"An update to compiled ORF norms","author":"Hasbrouck J.","year":"2017"},{"key":"bibr24-00222194241231768","unstructured":"The IRIS Center. (2015). Intensive intervention (part 2): Collecting and analyzing data for data-based individualization; Page 4: Analyzing progress monitoring data. https:\/\/iris.peabody.vanderbilt.edu\/module\/dbi2\/cresource\/q2\/p04\/#content"},{"key":"bibr25-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.95.4.719"},{"key":"bibr26-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1111\/ldrp.12172"},{"key":"bibr27-00222194241231768","doi-asserted-by":"publisher","DOI":"10.1016\/j.stueduc.2018.03.004"},{"key":"bibr28-00222194241231768","volume-title":"Data-based individualization: A framework for intensive intervention","author":"National Center on Intensive Intervention","year":"2013"},{"key":"bibr29-00222194241231768","unstructured":"National Center on Intensive Intervention. (n.d.). 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