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  • 7 - Helping Teachers Use Progress Monitoring Data for Intervention Decisions

  • from Part II - Teacher- and System-Level Interventions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 102-119

  • Summary

    Progress monitoring is an important part of any prevention and intervention model. The data can be used not only to evaluate whether the intervention is working, but also to suggest potential modifications to the intervention. This chapter defines progress monitoring, and presents data-based decision making, formative evaluation, and psychometric theory as the foundations for it. We also discuss the role of general outcome measures and subskill mastery measures in light of the last 25 years of research. Finally, the chapter discusses the role that progress monitoring has in a prevention model by providing an overview of decision-making models and how the data can be used to intensify interventions.