Making the Most of Community-Based Instruction: Progress Monitoring for Strategic Decision Making

Autor/inn/en	Flanagan, Matthew F.; Kutscher, Elisabeth L.
Titel	Making the Most of Community-Based Instruction: Progress Monitoring for Strategic Decision Making
Quelle	In: TEACHING Exceptional Children, 53 (2021) 5, S.376-385 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flanagan, Matthew F.) ORCID (Kutscher, Elisabeth L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920973048
Schlagwörter	Community Based Instruction (Disabilities); Progress Monitoring; Students with Disabilities; High School Students; Data Use; Decision Making; Data Collection; Goal Orientation; Measures (Individuals) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Decision-making; Entscheidungsfindung; Data capture; Datensammlung; Zielorientierung; Zielvorstellung; Messdaten
Abstract	Community-based instruction (CBI) is one type of community experience in which students with disabilities work toward instructional goals while engaged in activities occurring in a natural environment outside of a typical school setting (Hoover, 2016; Rowe et al., 2015). Educators who implement CBI capitalize on their students' time in the community to ensure that students are doing more than simply experiencing a new setting; during CBI, students learn and generalize skills and knowledge that will support their engagement in that setting and future success. The steps outlined in this article describe how educators can apply research-based approaches to progress monitoring that take into consideration the instructional methods, behaviors, situational factors, and informal assessment methods that are unique to CBI. As a systematic approach to collect data on student performance and learning while in the community, progress monitoring during CBI can provide important insights into students' learning as students prepare to be contributing citizens in their communities. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01