“…Their use has historically been to document progress within programs and to inform instruction and intervention. There are few empirical studies that investigated their measurement properties for young children, although data are available that support the reliability, content, and criterion-related validity of CBA for older children (Deno, Marston, & Tindal, 1986;Shinn & Marston, 1985;Shinn, Tindal, Spira, & Marston, 1987;Shinn, Ysseldyke, Deno, & Tindal, 1986). It is assumed that the developmental sequences used in these tools are linear, exist for all children, are reasonably sensitive across ability levels, and can be used with confidence for children with disabilities or diverse behavioral repertoires; however, there are little empirical data to support these assumptions.…”