NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ814485
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0827-3383
Concurrent and Predictive Criterion-Related Validity of Curriculum-Based Measurement for Students with Emotional and Behavioral Disorders
Fore, Cecil, III; Boon, Richard T.; Martin, Christopher
International Journal of Special Education, v22 n2 p24-32 2007
There has been a recent emphasis on improving the academic performance of students with emotional and behavioral disorders (EBD). Improving the academic performance of students with EBD is especially important in the current accountability era in which there is much emphasis placed on performance of standardized tests. The purpose of this study was to investigate the concurrent and predictive validity of curriculum-based measurement (CBM) with students with EBD. The Maze, Oral Reading Fluency (ORF), and Written Retell (W-Retell) were administered to fifty students' in grades 6th through 8th performance and performance on CBM measures examined with the State of Georgia's the Criterion Referenced Competency Test (CRCT). Results indicated significant correlations were found with the Maze and ORF reading measures and the students' performance scores on the CRCT. In addition, of the measures used, the Maze explained the most variance in the CRCT scores. Finally, limitations of the study, implications for practice, and future research are discussed. (Contains 3 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests