A small proportion of students do not benefit sufficiently from standard intervention protocols and require more intensive, individualized instruction. Data-based instruction (DBI) has a strong evidence base for addressing students’ intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and feasibility of a professional development system to support teachers’ use of DBI in writing. Data analyzed using a mixed-methods design revealed that teachers perceived supports such as coaching as facilitators of DBI implementation, whereas access to materials and external factors such as time conflicts presented challenges. Teachers made statistically significant growth from pretest to posttest on a measure of DBI knowledge and skills, implemented DBI components with fidelity, and reported that time spent on DBI activities decreased each week, supporting its usability and feasibility. Findings suggest that DBI is usable and feasible when teachers are provided ongoing professional development supports.

中文翻译：

---

基于数据的教学对有密集写作需求的学生的可用性和可行性

一小部分学生无法从标准干预方案中充分受益，需要更密集、个性化的指导。基于数据的教学 (DBI) 为解决学生密集的学术需求提供了强有力的证据基础，但并未得到广泛实施。在这项研究中，我们探讨了支持教师在写作中使用 DBI 的专业发展系统的可用性和可行性。使用混合方法设计分析的数据显示，教师将辅导等支持视为 DBI 实施的促进因素，而获取材料和时间冲突等外部因素则带来挑战。从前测到后测，教师在 DBI 知识和技能的测量上取得了统计上的显着增长，忠实地实施了 DBI 组件，并报告说，花在 DBI 活动上的时间每周都在减少，支持其可用性和可行性。调查结果表明，当为教师提供持续的专业发展支持时，DBI 是可用和可行的。