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Effects of Curriculum-Based Measurement With and Without Diagnostic Feedback on Teacher PlanningVanderbilt University
Nicholas Hobbs Chair of Special Education and Human Development at Vanderbilt University The purpose of this study was to assess the effects of curriculum-based measurement (CBM), with and without diagnostic feedback, on general and special educators' instructional planning in reading. Participants were 19 second-grade teachers with their 309 students without disabilities and 16 resource teachers with their 127 first- through fifth-grade students with mild disabilities. Blocking on background (general vs. special education), teachers were assigned randomly to three conditions: control, CBM, or CBM with diagnostic feedback (CBM+D). CBM data were collected on students for 3 consecutive weeks. Then teachers attended a 2-hour workshop where they completed classwide and individual student instructional planning sheets in accordance with their experimental condition. For the individual plans, one high-, one average-, and one low-performing student was selected from each teacher's class. On the classwide plans, across backgrounds, teachers in the CBM+D condition targeted fewer objectives than control teachers. On individual plans, CBM+D resource teachers targeted appropriate skills for average- and low-achieving students more effectively than did CBM and control resource teachers, and CBM+D second-grade teachers targeted appropriate skills for average- and high-achieving target students more effectively than CBM second-grade teachers. Implications for future research and practice are discussed.
Remedial and Special Education, Vol. 26, No. 3,
159-174 (2005) This article has been cited by other articles:
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