智力残疾儿童课程测量标准有效性评估

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2023-04-22 DOI:10.1177/00224669231166915

Derek B. Rodgers, S. King, Guy Martin, C. Lemons

{"title":"智力残疾儿童课程测量标准有效性评估","authors":"Derek B. Rodgers, S. King, Guy Martin, C. Lemons","doi":"10.1177/00224669231166915","DOIUrl":null,"url":null,"abstract":"Curriculum-based measures (CBMs), which allow educators to monitor progress over time and make instructional decisions based on student performance, represent a fixture of general approaches to reading and data-based instructional frameworks. However, evidence supporting the use of CBM for students with intellectual disabilities is limited. This study evaluated the criterion validity of a reading CBM battery. Multiple CBM and standardized criterion measures were administered to elementary-aged children ( n = 56) with intellectual disabilities. Inferential analyses identified numerous domain-specific correlations between CBM and criterion measures; however, no single CBM emerged as a more effective predictor of reading performance. Findings provide qualified support for the use of CBM with children who have intellectual disabilities.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assessing the Criterion Validity of Curriculum-Based Measures for Children with Intellectual Disabilities\",\"authors\":\"Derek B. Rodgers, S. King, Guy Martin, C. Lemons\",\"doi\":\"10.1177/00224669231166915\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Curriculum-based measures (CBMs), which allow educators to monitor progress over time and make instructional decisions based on student performance, represent a fixture of general approaches to reading and data-based instructional frameworks. However, evidence supporting the use of CBM for students with intellectual disabilities is limited. This study evaluated the criterion validity of a reading CBM battery. Multiple CBM and standardized criterion measures were administered to elementary-aged children ( n = 56) with intellectual disabilities. Inferential analyses identified numerous domain-specific correlations between CBM and criterion measures; however, no single CBM emerged as a more effective predictor of reading performance. Findings provide qualified support for the use of CBM with children who have intellectual disabilities.\",\"PeriodicalId\":47783,\"journal\":{\"name\":\"Journal of Special Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-04-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00224669231166915\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224669231166915","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

基于课程的措施(CBMs)使教育工作者能够监测一段时间内的进展情况，并根据学生的表现做出教学决策，它代表了阅读和基于数据的教学框架的一般方法。然而，支持在智障学生中使用CBM的证据有限。本研究评估了读数CBM电池的标准效度。对56名智力障碍的小学适龄儿童进行多项CBM和标准化标准测量。推断分析确定了CBM和标准度量之间的许多特定领域的相关性;然而，没有一种CBM能更有效地预测阅读表现。研究结果为对智障儿童使用CBM提供了合格的支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Assessing the Criterion Validity of Curriculum-Based Measures for Children with Intellectual Disabilities

Curriculum-based measures (CBMs), which allow educators to monitor progress over time and make instructional decisions based on student performance, represent a fixture of general approaches to reading and data-based instructional frameworks. However, evidence supporting the use of CBM for students with intellectual disabilities is limited. This study evaluated the criterion validity of a reading CBM battery. Multiple CBM and standardized criterion measures were administered to elementary-aged children ( n = 56) with intellectual disabilities. Inferential analyses identified numerous domain-specific correlations between CBM and criterion measures; however, no single CBM emerged as a more effective predictor of reading performance. Findings provide qualified support for the use of CBM with children who have intellectual disabilities.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.