Using Curriculum-Based Measures With Postsecondary Students With Intellectual and Developmental Disabilities
作者： John L. Hosp , Kiersten Hensley , Sally M. Huddle , Jeremy W. Ford
关键词:
摘要: The purpose of this study was to provide preliminary evidence the criterion-related validity curriculum-based measurement (CBM) for reading, mathematics, and written expression with postsecondary students intellectual developmental disabilities (ID). participants included 41 ID enrolled in a 2-year certificate program at large Midwestern university. CBMs were administered using standardized procedures, results compared performance on Woodcock–Johnson Tests Achievement. Descriptive statistics calculated as bivariate correlations between CBM measures content-appropriate criterion measure. Results are discussed terms potential use indicators academic ID.
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