Curriculum-Based Measurement and Two Models of Follow-up Consultation:

摘要: This investigation focused on the effects of two independent variables: (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal system; (b) individual expert group follow-up consultation. The dependent data were academic achievement measures. Subjects 55 special education, elementary school students with mild moderate disabilities randomly assigned to one four treatment conditions: A, progress consultation; B, CBM C, D, Results showed that groups employing consultation generally out-performed other groups. Implications included expanded use continued study collaboration as method program implementation.