Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need…

The acceptability of school-based interventions has been regularly examined among teachers and parents; however, students are less frequently assessed despite being the recipients of most interventions. Although recent studies have begun exploring how different student characteristics (e.g., gender) and types of acceptability assessments (e.g.,…

Tablet-based technology has become a conduit for the administration of curriculum-based measurement (CBM) tools. Using tablets to administer CBM probes has many advantages; however, little is known about how students perform on CBMs when administered via a tablet. The current investigation compared digits correct per minute obtained from 44…

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-,…

This study examined perceived behavioral atypicality as a predictor of children's school-based adjustment. First, a descriptive pilot study was conducted to examine children's reasons for nominating peers as behaviorally atypical. Then, atypicality was investigated in relation to school-based adjustment in a two-wave panel design. Social problems,…

Evidence-based classwide interventions have the potential to help a large number of students by preventing problem behaviors before they become a significant problem in the classroom. Results of a study examining the effectiveness of a classwide peer-modeling intervention package to improve students' on-task behavior in the classroom are…

Study analyzed the psychometric properties of the Classroom Performance Profile (CPP), a teacher rating scale, using economically-disadvantaged students as they progressed from kindergarten to third grade. Results suggest that the CPP ratings were positively correlated with measures of academic achievement, academic competence, and social skills,…

Judges classified 100 third and fourth graders into behavioral categories according to their earliest school recollections (ESRs). The same students were reclassified one year later. Results showed a statistically significant agreement between a student's initial and most recent classification, suggesting the value of ESR as a reliable diagnostic…

Extent of curriculum bias was analyzed using seven standardized and criterion-referenced reading achievement tests. Bias was examined relative to five commercial reading programs at the third-grade level. Results indicated that the degree of bias varied widely depending on the specific test and program used for reading instruction. (Author/ABB)

Curriculum-based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson-Revised and curriculum-based measures of writing has not been evaluated. This study investigated the…