This article reported the concurrent, predictive, and diagnostic accuracy of a computer-adaptive test (CAT) and curriculum-based measurements (CBM; both computation and concepts/application measures) for universal screening in mathematics among students in first through fourth grade. Correlational analyses indicated moderate to strong…

The instructional level is helpful when identifying an intervention for math or reading, but researchers have yet to investigate whether the instructional-level concept can be applied to early writing. The purpose of this study was to replicate and extend previous research by examining technical features of potential instructional-level criteria…

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…

Implementation of effective interventions relies on the use of assessment data to adequately describe the learning problem and offer potential solutions. The use of curriculum-based assessment and measurement when combined with the learning hierarchy could offer a paradigm for decision making based on a skill-by-treatment interaction.…

Research has been unsuccessful at revealing an analogue to curriculum-based measurement in the area of progress monitoring for social behavior. As a result, there is a need to develop change-sensitive, technically adequate, feasible progress monitoring tools for social behavior that represent general outcome measures of performance. The purpose of…

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…

Although substantial attention has been directed toward building the psychometric evidence base for academic assessment methods (e.g., state mastery tests, curriculum-based measurement), similar examination of behavior assessment methods has been comparatively limited, particularly with regard to assessment purposes most desirable within…

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…

The purpose of this study was to examine technical features of new and existing curriculum-based measures of written expression in terms of writing task, duration, and scoring procedures. Twenty-five third-, 43 fifth-, and 55 seventh-graders completed passage-copying tasks in 1.5 min and picture, narrative, and expository writing prompts in 3-7…

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…

The purpose of this study was to develop short-duration assessment measures hypothesized to be valid samples of early mathematical behavior. The Early Numeracy Skill Indicators were designed using a curriculum-based assessment approach. Participants included 64 kindergarten children from a school district in the rural Northeast. Design components…

This study examined the relation between benchmark data and rate of growth across the year for reading, math computation, and math concepts and applications curriculum-based measures, and a statewide and large-scale achievement test. Results showed that reading and math benchmarks were significantly and moderately correlated with performance on…

The purpose of this study was to examine the relationship between English phonics (nonsense word fluency) and reading performance for 134 English language learners. First-grade nonsense word fluency scores had significant moderate to large correlations to three third-grade outcome measures: curriculum-based measurement in reading (0.65), Maze…

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…

This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting "Diagnostic and Statistical Manual" (4th ed.--text revision; American Psychiatric Association, 2000) criteria for…