The Effectiveness of Data-Based Instruction by Student Teachers in Classrooms for Pupils with Mild Learning Handicaps

Jones, Eric D.; Krouse, James P.

doi:10.1177/088840648801100102

Cited by 57 publications

(47 citation statements)

References 17 publications

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“…Similarly, Jones and Krouse (1988) reported a positive effect on reading achievement when they taught 12 student teachers to apply CBM reading procedures with students with learning disabilities in Grades 3 to 6 over an 8-week period. Twice weekly, student teachers monitored oral-reading fluency, vocabulary skills, and reading comprehension.…”

Section: Data-based Decision Rulesmentioning

confidence: 92%

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

Stecker¹,

Fuchs²,

Fuchs³

2005

Psychology in the Schools

378

403

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This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant gains in student achievement; however, several critical variables appeared to be associated with enhanced achievement for students with disabilities: teachers' use of systematic data-based decision rules, skills analysis feedback, and instructional recommendations for making program modifications. In general education, positive effects for CBM were associated with use of class profiles and implementation of peer-assisted learning strategies. Implications for instructional practice and future applications of CBM are described. © 2005 Wiley Periodicals, Inc.An increasingly popular form of alternative assessment, known as curriculum-based measurement (CBM), is used by teachers and school psychologists for monitoring student progress. The roots of CBM lay with the University of Minnesota's Institute for Research on Learning Disabilities (IRLD) in the mid-to late 1970s during the time of the original passage and implementation of the Individuals with Disabilities Education Act (IDEA), known then as Public Law 94-142. Stan Deno and colleagues sought to develop a simple and efficient, but technically adequate, measurement system for assisting special educators in tracking student growth in basic skills (for review, see Deno, 1985). Deno and colleagues designed a program of research to determine the technical features of CBM and to examine the utility of CBM for enhancing teachers' instructional planning and student learning. Consequently, the initial purpose for developing CBM was to assist special educators in using progress-monitoring data to make meaningful decisions about student progress and to improve the quality of instructional programs. Over the past 25 years, numerous investigations have emerged that utilized CBM in a variety of ways including, but not limited to: (a) establishing norms for screening and identifying students in need of special education services (Shinn, 1989b), (b) evaluating the effectiveness of educational programs (Tindal, 1992), (c) reintegrating students with disabilities into general education classrooms (D. Fuchs, Fernstrom, Reeder, Bowers, & Gilman, 1992), (d) monitoring progress and planning instruction within general education classrooms (L.S. Fuchs, Fuchs, Hamlett, Phillips, & Bentz, 1994), and (e) identifying potential candidates for special education evaluation using a dual-discrepancy model of low level of performance and inadequate rate of improvement (L.S. Fuchs, Fuchs, & Speece, 2002).Despite the various ways in which CBM has been applied, the original intent was for teachers to use technically sound, but simple, data in a meaningful fashion to document student growth and determine the necessity for modifying instructional programs. Th...

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Section: Data-based Decision Rulesmentioning

confidence: 92%

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

Stecker¹,

Fuchs²,

Fuchs³

2005

Psychology in the Schools

378

403

View full text Add to dashboard Cite

show abstract

“…They also indicated that they like to use iCBM system to take math tests (question 4-7). They also indicated the positive attitude using mobile tablet devices for taking math tests (question [8][9][10][11][12][13][14][15]. The interesting finding was that children showed the conservative attitude about the effectiveness of using mobile tablet device and their math performance according to the question 14.…”

Section: Results Of Pilot Evaluation Of Icbm Systemmentioning

confidence: 99%

“…There are several essential features and advantages of the CBM model including (1) the measures are tied to each student's curriculum, (2) the implementing procedures are designed for a short duration (3) the CBM probes are capable of having many multiple forms for repeated measurement, (4) the results are sensitive to the improvement of students' achievements over time [8]. Longitudinal CBM studies have indicated that incorporating CBM feedbacks into instructional planning facilitates general educators to provide more effective instructional programs and thus promote students' achievements in various subject domains, such as reading [9] and mathematics [10].…”

Section: Introductionmentioning

confidence: 99%

The Mobile Mathematics Curriculum-based Measurement Application for Elementary Students

Tsuei¹

2012

LICEJ

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“…Evidence supporting CBM' s utility in helping special educators plan more effective programs is strong. Studies (Fuchs, Deno, & Mirkin, 1984;Fuchs, Fuchs, Hamlett, & Allinder, 1991a;Fuchs, Fuchs, Hamlett, & Ferguson, 1992;Jones & Krouse, 1988;Stecker, 1994;Wesson, Skiba, et al, 1984;Wesson, 1991) conducted over the past decade or more provide corroborating evidence of dramatic effects on student outcomes in reading, spelling, and mathematics when special education teachers rely on CBM to inform their instructional planning. NOVEMBER 1997…”

Section: Requirement 3: Informing Instructional Planningmentioning

confidence: 96%

“…and formatively improving those plans over time (Fuchs, Deno, & Mirkin, 1984;Fuchs, Fuchs, Hamlett, & Stecker, 1991;Jones & Krouse, 1988;Wesson, 1991), decertifying and reintegrating students into general education (Allen, 1989;Fuchs, Fuchs, & Fernstrom, 1993), and evaluating the effectiveness of school programs (Germann & Tindal, 1985 ;Marston, 1987Marston, -1988.…”

mentioning

confidence: 99%

Use of Curriculum-Based Measurement in Identifying Students with Disabilities

Fuchs¹,

Fuchs²

2017

Exceptional

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The Effectiveness of Data-Based Instruction by Student Teachers in Classrooms for Pupils with Mild Learning Handicaps

Cited by 57 publications

References 17 publications

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

The Mobile Mathematics Curriculum-based Measurement Application for Elementary Students

Use of Curriculum-Based Measurement in Identifying Students with Disabilities

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