The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…

The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…

Objective: Computerized cognitive behavioral therapy (cCBT) and cognitive bias modification for interpretation (CBM-I) both have demonstrated efficacy in alleviating social anxiety, but how they compare with each other has not been investigated. The present study tested the prediction that both interventions would reduce anxiety relative to a…

In this technical report, we present the results of a study examining the relation between the math measures available on the easyCBM[R] online benchmark and progress monitoring assessment system and the Oregon statewide assessment of mathematics. Designed for use within a response to intervention (RTI) framework, easyCBM[R] is intended to help…

Brief experimental analysis (BEA) is a well-researched approach to conducting problem analysis, where potential interventions are pilot tested using a single-subject alternating treatment design. However, its brevity may lead to a high frequency of decision-making errors, particularly in situations where one tested condition is rarely optimal for…

Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but it has several practical and technical inadequacies, including a large standard error of measurement ("SEM").…

Student response to instruction is a key piece of information that school psychologists use to make instructional decisions. Curriculum-based measures (CBMs) are the most commonly used and researched family of academic progress-monitoring assessments. There are a variety of reading CBMs that differ in the type and specificity of skills they…

This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading…

Purpose: This paper aims to present a detailed explication of a learner-centered instructional approach for adults labeled case-based modeling (CBM). The approach is an example of integrative pedagogy aimed at expertise development and is an extension of other instructional approaches, namely, problem-based learning (PBL) and case-based learning…

Brief experimental analysis (BEA) is frequently used to drive intervention selection decisions for students in need of intensive reading fluency intervention. Researchers have demonstrated that most BEA results for students with reading fluency difficulties are undifferentiated when considering the standard error of measurement (SEM) of…

Data from a small randomized control trial of teachers' use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in…

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…

We used data from the 2014-2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start…

There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…