Implications of Recent Research

Christ, Theodore J.; Scullin, Sarah; Tolbize, Anicke; Jiban, Cynthia L.

doi:10.1177/1534508407313480

Cited by 53 publications

(28 citation statements)

References 28 publications

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“…In this study, the CBM math construct did not add unique prediction information above the CBM reading construct. It is possible that the reading demands of the MCAS math dwarf the measurement of math skills (Jiban & Deno, 2007), but it is also plausible that the CBM math construct, represented by computation, is not robust enough to predict the particular math skills required by the math portion of the MCAS (Christ et al, 2008). Some evidence has suggested that language ability is less important for manipulating numeric tasks but is central for understanding mathematical relationships, such as reflected in the areas of data analysis, probability, and geometry (Vukovic & Lesaux, 2013a).…”

Section: Discussionmentioning

confidence: 99%

“…Computation and application aspects of mathematics, as used in CBM, have been shown to be highly related but represent distinct constructs (Thurber, Shinn, & Smolkowski, 2002). Basic fact fluency may represent a robust indictor of mathematics performance with utility for treatment planning (Christ, Scullin, Tolbize, & Jiban, 2008; Espin, Deno, Maruyama, & Cohen, 1989; Foegen, 2000; Foegen & Deno, 2001), albeit it is unlikely to be representative of general mathematics achievement (Christ et al, 2008). Computation fluency is considered the hallmark of mathematics learning disabilities (Gersten, Jordan, & Flojo, 2005), and neuroscientific evidence supports that fact fluency is associated with performance on higher level mathematics tasks (e.g., Price, Mazzocco, & Ansari, 2013).…”

Section: Technical Features Of Cbm Static Scores At the Secondary Levelmentioning

confidence: 99%

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CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test.

Codding¹,

Petscher²,

Truckenmiller³

2015

Journal of Educational Psychology

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A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

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Section: Discussionmentioning

confidence: 99%

Section: Technical Features Of Cbm Static Scores At the Secondary Levelmentioning

confidence: 99%

CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test.

Codding¹,

Petscher²,

Truckenmiller³

2015

Journal of Educational Psychology

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“…Reported correlation coefficients also appear to be stronger for grades in which the curriculum emphasizes computation skill (i.e., Grades 1 through 3). The studies briefly reviewed here (and more comprehensively in Christ et al, 2008 andFoegen et al, 2007) suggest that at present, M-CBM studies provide sufficient evidence of criterion-related validity.…”

Section: Content and Utility Of M-cbmmentioning

confidence: 93%

“…The present study was designed to address a gap in the progress-monitoring literature (Gersten et al, 2009) by extending prior studies that used GT to evaluate the dependability of scores on alternative forms of M-CBM probes (Christ & Vining, 2006, Christ et al, 2008Hintze et al, 2002). M-CBM probe construction procedures will be evaluated with GT procedures, and similar to previous investigations, we hypothesize that variance estimates will differ when comparing two probe sets that measure computation with whole numbers.…”

Section: Summary and The Present Studymentioning

confidence: 96%

“…This finding can also be used to explain the marginally adequate classification accuracy indices when M-CBM is used to predict performance on comprehensive tests of math skill (e.g., Keller-Margulis et al, 2008). Computation skills assessed by M-CBM, however, remain tied to student success in the math curriculum (Christ et al, 2008; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and have been used as reliable markers for math disability (Geary et al, 2012). According to federal legislation, deficits in math computation are primary indicators of a specific learning disability in math calculation (Geary, 2004).…”

Section: Challenges In M-cbm Probe Developmentmentioning

confidence: 98%

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Evaluating Procedures for Reducing Measurement Error in Math Curriculum-Based Measurement Probes

Methe

Briesch

Hulac

2014

Assessment for Effective Intervention

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At present, it is unclear whether math curriculum-based measurement (M-CBM) procedures provide a dependable measure of student progress in math computation because support for its technical properties is based largely upon a body of correlational research. Recent investigations into the dependability of M-CBM scores have found that evaluating probe design procedures is necessary to estimate the contribution of probe-related factors to variance in M-CBM scores. To extend this research, the present study compared a set of commercially available probes (i.e., AIMSweb) with an experimental set that was constructed to enhance consistency in item content across alternative forms. Two probes were randomly selected from each set and administered to 43 students in fifth grade. Generalizability analyses indicated that the experimental probes generated scores with less error variance than those of the AIMSweb probes. Follow-up analyses indicated that fewer administrations of the experimental probes were necessary to attain adequate reliability for relative decisions (i.e., >.80) and high reliability for absolute decisions (i.e., >.90). Results support prior studies and suggest that error variance is associated with M-CBM probe content and development procedures.

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Incorporating Applied Behavior Analysis to Assess and Support Educators’ Treatment Integrity

Collier‐Meek

Sanetti

Fallon

2017

Psychology in the Schools

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For evidence‐based interventions to be effective for students they must be consistently implemented, however, many teachers struggle with treatment integrity and require support. Although many implementation support strategies are research based, there is little empirical guidance about the types of treatment integrity, implementers, and contexts these strategies are best suited to address. To facilitate the data‐driven identification of implementation supports, treatment integrity and the implementation context could be evaluated through an applied behavior analysis (ABA) lens. That is, teachers’ engagement in intervention implementation or competing behaviors could be considered to be occasioned by antecedents (e.g., prompts, setting) and maintained by consequences (e.g., escape intervention, access to attention). This article describes the conceptualization of treatment integrity within an antecedent‐behavior‐consequence framework. The current landscape and limitations of school‐based treatment integrity research are reviewed and the application of ABA technology to address implementer behavior is described. Further, the article provides practical strategies for how school psychologists might apply this conceptualization to support teachers. A case study is provided to illustrate associated research‐based strategies. Last, implications and limitations are described.

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Implications of Recent Research

Cited by 53 publications

References 28 publications

CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test.

CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test.

Evaluating Procedures for Reducing Measurement Error in Math Curriculum-Based Measurement Probes

Incorporating Applied Behavior Analysis to Assess and Support Educators’ Treatment Integrity

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