Going Beyond Data Analysis: Training Preservice Special Education Teachers to Select Instructional Strategies Through the Learning Stages Framework
A compact stages-of-learning BST module quickly teaches new teachers to turn student data into the right teaching move.
01Research in Context
What this study did
Norwine and colleagues built a short training package. It teaches college students in special-education programs how to read student data and pick the right teaching move.
The package follows the stages-of-learning framework. Trainees watch models, practice with cases, and get feedback. The study tracked how well they matched strategies to data.
What they found
After training, the preservice teachers hit high accuracy when naming a learner’s stage. They also picked the correct teaching strategy most of the time.
Skills dropped a little later, but most trainees still scored above baseline weeks out. A clear link between training and better decisions was shown.
How this fits with other research
Balikci (2026) extends this idea by swapping the human trainer for an AI coach. Preschool teachers still got better without an expert in the room.
van Vonderen et al. (2010) is an earlier cousin. They added video feedback and fixed prompt errors right away. Both studies show brief BST plus feedback works fast.
Falligant et al. (2025) used group BST plus in-class feedback. Most staff needed that live feedback to reach mastery, matching Norwine’s finding that practice alone may not be enough.
Why it matters
You can copy this package in your next preservice course or staff PD. One short session with models, practice, and quick feedback gives new teachers a data-based eye. Add a brief booster or live look-ins to keep the skill strong.
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02At a glance
03Original abstract
Abstract Data-based individualization (DBI) is a fundamental practice in special education and a critical skill for special educators. However, many preservice special education teachers receive limited instruction in DBI during their preparation programs and, therefore, lack these skills. In this single-case design study, researchers examined the effectiveness of a training based on the stages of learning framework in teaching four preservice special education teachers to analyze student progress data and conduct an important step in the DBI process: making data-informed strategy selections. Researchers found a functional relation between the training and participants’ accuracy in identifying the correct stage of learning and selecting the corresponding instructional strategy, both with explanations. Participants maintained high levels of accuracy in identifying the correct stage of learning with explanation and moderately maintained accuracy in selecting the corresponding instructional strategy with explanation.
Journal of Behavioral Education, 2026 · doi:10.1007/s10864-026-09622-1