Jechun An

Biographic Data

ID9509901
NAMEJechun An
GIVEN NAMESJechun
FAMILY NAMEAn
SIGNATUREAN J
AFFILIATIONSUniversity of Minnesota
ORCID0000-0003-1746-4154
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS0
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2024
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Instructional Decision-Making for Students With Intensive Early Writing Needs

    Open AccessSeohyeon Choi, Kristen L McMaster et al.ARTICLEJournal of Learning Disabilities2026

    Instructional decision-making is a defining feature of data-based individualization (DBI) for students with intensive learning needs, yet its added value in facilitating growth in writing remains underexplored. This study examined sentence-level writing growth among 38 elementary students with early writing needs who received DBI support. Students completed weekly progress monitoring over 14 weeks, and teachers made instructional decisions at Wee…

  • Optimizing Assessment Thresholds of a Computer Gaming Intervention for Students with or at Risk for Mathematics Learning Disabilities

    Open AccessSam Choo, Jechun An et al.ARTICLEEducation Sciences2025

    Students with mathematics learning disabilities often have difficulties in adding whole numbers. Such difficulties are evident in both response time and accuracy, but the relationship between accuracy and response time requires further consideration, especially in the context of technology-based interventions and assessments. In this article, we apply a novel approach using the drift-diffusion model to examine potential trade-offs and find balanc…

  • Dynamic Assessment to Assess Mathematical Problem Solving of Students with Disabilities

    Open AccessSam Choo, Reagan Mergen et al.ARTICLEEducation Sciences2025

    The importance of mathematical problem solving (MPS) has been widely recognized. While there has been significant progress in developing and studying interventions to support teaching and learning MPS for students with disabilities, the research on how to accurately and effectively assess the impact of those interventions has lagged, leaving a gap in understanding whether interventions are truly achieving their intended outcomes. The purpose of t…

  • Peer relationship instructions in inclusive educational settings in Korea

    Open AccessJechun An, Seohyeon Choi et al.ARTICLEAsia Pacific Education Review2025

  • Ongoing Teacher Support for Data-Based Individualization

    Open AccessEmma Shanahan, Seohyeon Choi et al.ARTICLEJournal of Learning Disabilities2025

    Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers’ DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grad…

  • Supporting Teachers’ Data-Based Individualization of Early Writing Instruction

    Open AccessKristen L McMaster, Erica S Lembke et al.ARTICLEJournal of Learning Disabilities2025

    In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers’ data-based instruction (DBI) for students with intensive early writing needs. Teachers ( N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group ( n = 76), in which they received tools, learning, and coaching to support their DBI implementation ov…

  • Exploring Predictors of Teachers’ Sustained Use of Data-Based Instruction

    Open AccessJechun An, Emma Shanahan et al.ARTICLEJournal of Learning Disabilities2025

    The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers’ sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development efficacy trial regarding their sustained …

  • Data based individualization in early writing

    Open AccessErica S Lembke, Kristen L McMaster et al.ARTICLEFrontiers in Education2024

    In this paper we describe the process of monitoring fidelity of implementation for a teacher-implemented early writing intervention. As part of a large, federally funded project, teachers who worked with students in grades 1 through 3 in schools across two states in the US were recruited and then randomly assigned to implementation and control conditions. Using Data-Based Individualization (DBI) as a framework for best practice in assessment and …

  • Effects of interventions using graphic organizer in Korea

    Open AccessJechun An, Dongil KimARTICLEAsia Pacific Education Review2024

  • Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs

    Open AccessSeohyeon Choi, Emma Shanahan et al.ARTICLEJournal of Learning Disabilities2024

    Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen stu…

  • Longitudinal effects of data-based instructional changes for students with intensive learning needs

    Open AccessSeohyeon Choi, Kristen L McMaster et al.ARTICLEJournal of Educational Psychology2024