Implications for future research and practice are discussed. Results suggest the presence of an aimline increased accuracy whereas, the manipulation of the DPPXYR led to mixed findings. Following instruction on progress monitoring, students evaluated 48 graphs representing eight data sets with six manipulations (i.e., with and without aimline DPPXYR set at 0.05, 0.10, 0.15). Participants included 94 preservice teachers enrolled in an introductory course focused on students with disabilities at two universities. The purpose of this study was to evaluate the impact of graph construction manipulations on preservice teachers’ accuracy with instructional decision making.
The construction of these graphs–specifically the presence of an aimline and the data-points per x- to y-axis ratio (DPPXYR)–may impact decisions teachers make.
Through time-series graphs, both special education and general education teachers often evaluate progress monitoring data to make both low- and high-stakes decisions for students with and at risk for disabilities.
