ERIC Number: EJ1179700
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Special Education Teachers' Perceptions and Intentions toward Data Collection
Ruble, Lisa A.; McGrew, John H.; Wong, Wing Hang; Missall, Kristen N.
Journal of Early Intervention, v40 n2 p177-191 Jun 2018
Although data-based decision making is an evidence-based practice, many special educators have difficulty applying the practice within daily routines. We applied the theory of planned behavior (TPB) to understand the influences that promote or hinder early childhood special educators' intentions to collect data. We assessed three influences on behavioral intention to collect data derived from the TPB: (a) attitude toward collecting data, (b) social norms for collecting data, and (c) perceived behavioral control for collecting data. All three influences correlated positively with teachers' reported intention to collect data; however, only perceived behavioral control of barriers correlated positively with actual data collection. Additional measures of teacher self-efficacy and administrative support correlated positively with intention to collect data, but not with actual data collection behaviors. Perceived behavior control accounted for the most variance in actual data collection behavior. Implications of the findings for data collection practices in educational settings are discussed.
Descriptors: Special Education Teachers, Data Collection, Intention, Teacher Attitudes, Social Behavior, Behavior Standards, Teacher Behavior, Correlation, Self Efficacy, Intervention, Autism, Pervasive Developmental Disorders, Early Childhood Education, Likert Scales, Statistical Analysis, Qualitative Research, School Support, Behavior Theories, Attribution Theory, Evidence Based Practice
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R34MH073071; 1RC1MH089760