The method of Direct Behavior Rating (DBR) incorporates aspects of both systematic direct observation and behavior rating scales to provide an efficient means to collect time series data. This study extended the development and evaluation of DBR Single-Item Scales (DBR-SIS) as a behavior assessment tool. Eighty-eight undergraduate students used…

Beyond reliability and validity, measures used to model student growth must consist of multiple probes that are equivalent in level of difficulty to establish consistent measurement conditions across time. Although existing evidence supports the reliability of curriculum-based measurement in reading (CBMR), few studies have empirically evaluated…

Curriculum-based measurement of oral reading (CBM-R) is often used to benchmark growth in the fall, winter, and spring. CBM-R is also used to set goals and monitor student progress between benchmarking occasions. The results of previous research establish an expectation that weekly growth on CBM-R tasks is consistently linear throughout the…

There are relatively few studies that evaluate the quality of progress monitoring estimates derived from curriculum-based measurement of reading. Those studies that are published provide initial evidence for relatively large magnitudes of standard error relative to the expected magnitude of weekly growth. A major contributor to the observed…

Schools are increasingly using curriculum-based measurement reading procedures to conduct universal screenings as a means of identifying students whose level and rate of growth are discrepant from peers. Despite abundant evidence supporting the reliability and validity of curriculum-based measurement-reading procedures, researchers have not fully…

One potentially feasible tool for use in the formative assessment of social behavior is the direct behavior rating, yet empirical support for the reliability of its use is limited. In this study, generalizability theory was used to provide preliminary psychometric data regarding the generalizability and dependability of the direct behavior rating…

Research has established that curriculum-based measurement (CBM) procedures yield outcomes that are sensitive to a variety of educational conditions including the level of skill acquisition, context of assessment, duration of assessment, format of probe construction, and relative motivation of the target student. This study was designed to compare…

Curriculum-based measurement of oral reading fluency (CBM-R) procedures have been developed to screen and evaluate student performance in reference to local norms and/or benchmarks. Recent changes in federal law have set the stage to use CBM-R data within a response to intervention model to guide high-stakes educational decisions (e.g.,…

Curriculum-based measurement of oral reading fluency (CBM-R) is an established procedure used to index the level and trend of student growth. A substantial literature base exists regarding best practices in the administration and interpretation of CBM-R; however, research has yet to adequately address the potential influence of measurement error.…

Contemporary roles of school psychology include the provision of ongoing support for teachers to prevent and remediate problematic behaviors within the instructional setting. Early research on the use of automated feedback devices to influence classroom behavior yielded promising results. The present study examined the effect of an interdependent…

Curriculum-based measurement (CBM) procedures have been developed to assess mathematics computation (M-CBM). Recent research has demonstrated that the psychometric characteristics of measurement outcomes vary as a function of administration procedures. This study examined the effect of an alternate set of procedures to construct more consistent…

This study examined the effects of controlling the level of difficulty on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 99 students in Grades 2 through 5 who were administered CBM reading passage probes twice weekly over an 11-week period. Two sets of CBM reading progress monitoring materials were compared:…

Examines the extent to which curriculum-based measurement (CBM) survey-level mathematics assessment varies as a function of type of survey-level assessment used and the generalizability of results. Results of a generalizability analysis suggest that for single-skill survey-level CBM math assessments, the administration of one single-skill math…