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Direct linkSnyder, Sara M.; Ayres, Kevin – Education and Training in Autism and Developmental Disabilities, 2020
Curriculum-based measurement in reading (CBM-R) was developed in the 1980s and has been established as a valid means to measure students' progress towards acquiring reading skills in response to instruction (Ball & Christ, 2012). Efficiency of administration and cost-effectiveness add to the appeal of CBM-R. As a result, CBM-R is a popular…
Descriptors: Intellectual Disability, Reading Skills, Curriculum Based Assessment, Formative Evaluation
Swain, Kristine D.; Hagaman, Jessica L. – Preventing School Failure, 2020
This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…
Descriptors: Elementary School Teachers, Special Education Teachers, Data Use, Curriculum Based Assessment
Download full textAustin, Christy R.; Filderman, Marissa J. – Intervention in School and Clinic, 2020
To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires…
Descriptors: Evaluation Methods, Measures (Individuals), Reading Achievement, Students with Disabilities
Van Norman, Ethan R.; Parker, David C. – Journal of Psychoeducational Assessment, 2018
One consideration for selecting progress monitoring tools is the reliability in which the instrument measures student response to instruction. Researchers and vendors establish reliability of growth using two analytic methods: (a) calculating slopes to even and odd observations for each student and correlating the resulting slopes (split-half),…
Descriptors: Curriculum Based Assessment, Hierarchical Linear Modeling, Reliability, Progress Monitoring
Lembke, Erica S.; Allen, Abigail; Cohen, Daniel; Hubbuch, Chris; Landon, Dorothy; Bess, Joy; Bruns, Heather – Learning Disabilities Research & Practice, 2017
Two hundred and two (n = 202) sixth-grade students in social studies were administered a weekly vocabulary-matching curriculum-based measure (CBM) for 35 weeks. Students were also administered the Scholastic Reading Inventory (SRI), along with the annual state high-stakes test in Communication Arts. CBM scores were analyzed with respect to…
Descriptors: Curriculum Based Assessment, Grade 6, Social Studies, Vocabulary Development
Christ, Theodore J.; Ardoin, Scott P. – Reading and Writing: An Interdisciplinary Journal, 2015
Fluency and rate-based assessments, such as curriculum-based measurement, are frequently used to screen and evaluate student progress. The application of such measures are especially prevalent within special education and response to intervention models of prevention and early intervention. Although there is an extensive research and professional…
Descriptors: Reading Fluency, Reading Rate, Student Evaluation, Special Education
Hampton, David D.; Lembke, Erica S. – Reading & Writing Quarterly, 2016
The purpose of this study was to examine 4 early writing measures used to monitor the early writing progress of 1st-grade students. We administered the measures to 23 1st-grade students biweekly for a total of 16 weeks. We obtained 3-min samples and conducted analyses for each 1-min increment. We scored samples using 2 different methods: correct…
Descriptors: Progress Monitoring, Curriculum Based Assessment, Writing Tests, Outcome Measures
Hill, David R.; Lemons, Christopher J. – Journal of Intellectual Disabilities, 2015
The purpose of this study was to extend previous research on the use of curriculum-based measurement (CBM) for students with intellectual disability by having 19 special education teachers monitor weekly reading progress of 38 students with intellectual disability for approximately 15 weeks and examining whether students exhibited gains on the…
Descriptors: Curriculum Based Assessment, Special Education Teachers, Intellectual Disability, Student Evaluation
Van Norman, Ethan R.; Christ, Theodore J.; Zopluoglu, Cengiz – School Psychology Quarterly, 2013
This study examined the effect of baseline estimation on the quality of trend estimates derived from Curriculum Based Measurement of Oral Reading (CBM-R) progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for schedules ranging from 6-20 weeks for datasets with high and low…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Fluency, Regression (Statistics)
Crawford, Lindy – Preventing School Failure, 2014
This article discusses the role of assessment in a response-to-intervention model. Although assessment represents only 1 component in a response-to-intervention model, a well-articulated assessment system is critical in providing teachers with reliable data that are easily interpreted and used to make instructional decisions. Three components of…
Descriptors: Intervention, Models, Response to Intervention, Student Evaluation
