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Remedial and Special Education
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Effects of Teacher Self-Monitoring on Implementation of Curriculum-Based Measurement and Mathematics Computation Achievement of Students with Disabilities

Rose M. Allinder

University of Nebraska-Lincoln, rallinder1{at}unl.edu

Rachelle M. Bolling

University of Nebraska-Lincoln

Robert G. Oats

University of Nebraska-Lincoln

Wendy A. Gagnon

University of Nebraska-Lincoln

This study examined the effects of combining curriculum-based measurement in mathematics computation with teachers' self-monitoring of instructional changes on academic progress of elementary students with learning disabilities and mild mental disabilities. Participating teachers were assigned to a control group that did not use curriculum-based measurement, a curriculum-based measurement-only group, or a curriculum-based measurement with self-monitoring group. In the curriculum-based measurement group, teachers assessed their students' progress by administering, graphing, and analyzing short, biweekly probes. Teachers in the curriculum-based measurement with self-monitoring group also used this monitoring system; in addition, they used a self-monitoring procedure that was structured to guide them in analyzing student progress and the instructional plan they had been using with an individual student. Results indicated that teachers who self-monitored their use of curriculum-based measurement revised their students' instructional plans in ways that differed significantly from those of teachers who did not self-monitor all parts of curriculum-based measurement. Additionally, the combination of curriculum-based measurement and self-monitoring resulted in significantly greater growth for students.

Remedial and Special Education, Vol. 21, No. 4, 219-226 (2000)
DOI: 10.1177/074193250002100403
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