000			01749nam a22001697a 4500
003			OSt
005			20241211153616.0
008			241211b |||||||| |||| 00| 0 eng d
100			_aSeohyeon Choi
245			_aImplementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review
300			_ap291-302
520			_aDespite 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.
654			_adatabase instruction _aimplementation science _astudents with intensive learning needs
773	0		_0125278 _9110676 _dNew Delhi _oJP387 _tJournal of Learning Disabilities _x0022-2194
942			_cJA
942			_2ddc
999			_c130566 _d130566