Purposeful Data Collection: a Practical Handbook for Progress Monitoring Students With Complex Support Needs in Self-contained Special Education Settings

Date of Award

Spring 5-4-2026

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Keri DeSutter

Keywords

Progress monitoring, complex needs, self-contained

Abstract

Abstract

Progress monitoring is a necessary component of special education, particularly within self-contained classrooms serving students with complex support needs. This includes students with developmental cognitive disabilities (DCD), autism spectrum disorder (ASD), physical impairments, and severe multiple impairments (SMI) who require extensive individualized instruction where traditional assessment and monitoring are not suitable (Kontu & Pirttimaa, 2008; Rendoth et al., 2025). Appropriate data collection is essential so that educators do not risk making instructional decisions based on assumptions rather than evidence.

In self-contained special education settings, progress monitoring is a tool for responsive instruction, interdisciplinary collaboration, and meaningful communication with families. Educators commonly encounter barriers like time constraints, inconsistent student performance, communication limitations, and reliance on paraprofessional support, all of which complicate the process of data collection (Snell & Brown, 2011). As a result, there is a need for practical, evidence-based guidance tailored specifically to these intensive learning environments. This handbook is designed for that purpose. It provides special education teachers with effective progress monitoring systems for students with complex support needs. It integrates legal foundations, research-based practices, and classroom-ready tools to support educators in collecting, analyzing, and applying data to improve student outcomes.

Abstract only: No full text available.

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