Akademik Veri Yönetim Sistemi
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.10, sa.1, ss.43-57, 2009 (ESCI)
Although a critical component of early childhood special education is continuous monitoring children's progress and using data to modify instruction, special education teachers engage in data collection activities only rarely or not at all. Instead, they tend to rely on their intuition or informal observations of children when they make instructional decisions. However, when teachers use a structured method embedded in the Instructional Adaptations Model (IAM) to evaluate data and make instructional changes, their students demonstrate superior performance in the acquisition of targeted skills in comparison to their peers. In the article, implementation of IAM in early intervention programs is discussed. The model is based on three components including collecting data on the children's acquisition of the skills and instructional effectiveness, graphing data, and evaluation of data for instructional decision making. In this article, a detailed description of these three components of the model is presented.