Curriculum-based measurement and two models of follow-up consultation.
This investigation focused on the effects of two independent variables: (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. The dependent data were academic achievement measures. Subjects were 55 special education, elementary school students with mild and moderate disabilities randomly assigned to one of four treatment conditions: A, teacher-developed goal and progress monitoring with individual expert follow-up consultation; B, CBM goal and progress monitoring with individual expert follow-up consultation; C, teacher-developed goal and progress monitoring with group follow-up consultation; and D, CBM goal and progress monitoring with group follow-up consultation. Results showed that groups employing CBM and group consultation generally out-performed the other groups. Implications included expanded use of CBM goals and progress monitoring and continued study of collaboration as a method of CBM program implementation.
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D002648:Child; D003479:Curriculum; D006233:Persons with Disabilities / Q000193:education* / Q000523:psychology; D004519:Education, Special / Q000379:methods*; D005500:Follow-Up Studies; D006040:Goals; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*