The progress-monitoring data collection is an essential skill for teachers serving children for whom the general curriculum is insufficient. As the field of early childhood education moves toward tiered service provision models, the importance of routine data collection is heightened. Therefore, we evaluated the effects of a training package on preschool teachers’ implementation of progress-monitoring strategies to collect data on children in need of supports beyond those provided through the general curriculum. This study employed a single-case experimental design in which generalized teacher behavior was collected within the context of the design. In addition, masked reliability data collectors were used throughout the study and an analysis of bias was conducted by a researcher unaffiliated with the study. Social and ecological validity data were collected using a multi-method approach.

进度监控数据收集对于为普通课程不足的儿童服务的教师来说是一项基本技能。随着幼儿教育领域朝着分层服务提供模型的方向发展，例行数据收集的重要性日益提高。因此，我们评估了培训包对学前教师实施进度监控策略的效果，该策略收集了需要通过常规课程提供的支持以外的支持数据的儿童。这项研究采用了单案例实验设计，其中在设计的背景下收集了广义的教师行为。此外，在整个研究过程中都使用了掩盖的可靠性数据收集器，并且由与研究无关的研究人员进行了偏差分析。