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ERIC Number: EJ1405788
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: EISSN-1538-4764
Assessing the Criterion Validity of Curriculum-Based Measures for Children with Intellectual Disabilities
Derek B. Rodgers; Seth A. King; Guy Martin; Christopher J. Lemons
Journal of Special Education, v57 n4 p230-239 2024
Curriculum-based measures (CBMs), which allow educators to monitor progress over time and make instructional decisions based on student performance, represent a fixture of general approaches to reading and data-based instructional frameworks. However, evidence supporting the use of CBM for students with intellectual disabilities is limited. This study evaluated the criterion validity of a reading CBM battery. Multiple CBM and standardized criterion measures were administered to elementary-age children ("N" = 56) with intellectual disabilities. Inferential analyses identified numerous domain-specific correlations between CBM and criterion measures; however, no single CBM emerged as a more effective predictor of reading performance. Findings provide qualified support for the use of CBM with children who have intellectual disabilities.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A190240