Journal article
Assessing the Criterion Validity of Curriculum-Based Measures for Children with Intellectual Disabilities
The Journal of special education, Vol.57(4), pp.230-239
02/2024
DOI: 10.1177/00224669231166915
Abstract
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-aged 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.
Details
- Title: Subtitle
- Assessing the Criterion Validity of Curriculum-Based Measures for Children with Intellectual Disabilities
- Creators
- Derek B. Rodgers - University of IowaSeth A. King - University of IowaGuy Martin - Vanderbilt UniversityChristopher J. Lemons - Stanford University
- Resource Type
- Journal article
- Publication Details
- The Journal of special education, Vol.57(4), pp.230-239
- Publisher
- SAGE Publications
- DOI
- 10.1177/00224669231166915
- ISSN
- 0022-4669
- eISSN
- 1538-4764
- Grant note
- R324A190240 / Institute of Education Sciences (https://doi.org/10.13039/100005246)
- Language
- English
- Electronic publication date
- 04/22/2023
- Date published
- 02/2024
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984399116202771
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