|
General Characteristics
|
| Year of publication |
the publication year of study |
| Type of publication |
the type of publication, recorded as (1) journal article (2) dissertation |
|
Participants
|
| Grade level |
the grade level, recorded as (1) elementary school (2) middle school (3) high school |
| Sample size |
the number of participants |
| Gender |
the number of male and female participants |
| Exceptionality type |
the disability or difficulties participants have, recorded as (1) with or at risk of learning disability (2) low achievement (3) under-achievement (4) intellectual disability (5) other |
|
Intervention
|
| Topic of intervention |
the main topic of intervention within academic domains (e.g., intervention on math using play activities) |
| Instructional approaches |
the types of instructional approaches (e.g., direct instruction) |
| Setting |
the type of instructional setting, recorded as (1) general classroom (2) special education classroom (3) special school (4) private center (e.g., treatment center, hospital) (5) other (6) NA |
| Number of sessions |
the total number of sessions |
| Length of each session |
the length of each session (minutes) |
| Group size |
the number of group members for instruction, recorded as (1) one-on-one (2) small (2–3) (3) medium (4–6) (4) NA |
| Interventionist |
who provided the intervention, recorded as (1) researcher (2) teacher (3) undergraduate or graduate students (4) other (5) NA |
| Basic academic areas |
the targeted basic academic domains (i.e., dependent variable), recorded as (1) reading (2) writing (3) math (4) other |
|
DBI
|
| Type of CBM task |
the type of CBM tasks (i.e., BASA) (e.g., reading fluency, early literacy, writing, early math, math) |
| Measurement frequency |
the frequency of measurement with CBM for progress monitoring, recorded as (1) every session (2) every 2∼3 sessions (3) every 4 sessions (4) other |
| Administrator of CBM |
who administered CBM, recorded as (1) DBI instructor (2) other (3) NA |
| Data-based decision rule |
the type of decision rule for instructional adaptation based on data from progress-monitoring, recorded as (1) slope-based rule (2) point-based rule (3) criterion mastery (4) other (5) NA |
| Instructional adaptation |
the type of instructional adaptation, recorded as (1) quantitative changes (e.g., group size, time) (2) qualitative changes (e.g., instructional strategies, arrangement of environmental variables, type of feedback) (3) combination (4) NA |
