ERIC Number: EJ1160398
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Precision of Curriculum-Based Measurement Reading Data: Considerations for Multiple-Baseline Designs
Klingbeil, David A.; Van Norman, Ethan R.; Nelson, Peter M.
Journal of Behavioral Education, v26 n4 p433-451 Dec 2017
Single-case designs provide an established technology for evaluating the effects of academic interventions. Researchers interested in studying the long-term effects of reading interventions often use curriculum-based measures of reading (CBM-R) as they possess many of the desirable characteristics for use in a time-series design. The reliability of CBM-R scores is often supported by research from group designs, but making idiographic interpretations regarding the change in a student's oral reading rate requires attention to the precision of static scores and growth estimates. The purpose of this paper is twofold. First, we discuss how recent empirical work on the technical adequacy of CBM-R scores has revealed multiple threats to the data-evaluation validity when CBM-R passages are used to measure oral reading rate. Second, we identify pertinent considerations for conducting a visual analysis of intervention effects based on CBM-R data. We conclude with a brief discussion of implications for researchers considering the use of CBM-R within multiple-baseline designs.
Descriptors: Curriculum Based Assessment, Accuracy, Scores, Reading Skills, Validity, Oral Reading, Reading Rate, Intervention, Research Design, Data Analysis
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Publication Type: Journal Articles; Reports - Research
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