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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

147
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Information Processing Approach01:30

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
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Updated: Jul 6, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs: A Systematic Review.

Seohyeon Choi1, Emma Shanahan2, Bess Casey-Wilke1

  • 1University of Minnesota Twin Cities, Minneapolis, USA.

Journal of Learning Disabilities
|December 30, 2023
PubMed
Summary
This summary is machine-generated.

Data-based instruction (DBI) is underutilized by educators due to implementation challenges. This review found most efforts focused on teacher expertise, neglecting organizational support, hindering widespread adoption.

Keywords:
data-based instructionimplementation sciencestudents with intensive learning needs

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Area of Science:

  • Education
  • Psychology
  • Special Education

Background:

  • Data-based instruction (DBI) is crucial for students with intensive intervention needs.
  • Widespread implementation of DBI by educators remains a significant challenge.
  • Understanding implementation drivers and outcomes is key to improving DBI adoption.

Purpose of the Study:

  • To systematically review implementation drivers and strategies supporting educators in DBI.
  • To identify and analyze implementation outcomes measured in studies of DBI.
  • To inform future research and practice for effective DBI implementation.

Main Methods:

  • A systematic review of 18 studies was conducted.
  • Studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy.
  • Quality appraisal of the included studies was performed.

Main Results:

  • Most studies focused on competency drivers to enhance teachers' DBI expertise.
  • Fewer studies addressed organizational and leadership drivers crucial for implementation.
  • Acceptability and fidelity were the most commonly measured implementation outcomes.

Conclusions:

  • Current implementation strategies for DBI often overlook critical organizational and leadership factors.
  • A multi-level approach incorporating diverse implementation drivers and outcomes is needed.
  • Future research should address the limited generalizability of findings and explore broader implementation strategies.