The paper suggests that the current aptitude-treatment interaction approach to accommodating individual differences in special education has not been proved instructionally useful. Formative evaluation is offered as a promising alternative that addresses individual uniqueness rather than dimensionalized individual differences. (Author/DB)

Four brief articles look at aspects of curriculum based measurement (CBM) for academically handicapped students including procedures of CBM with examples, different approaches to graphing student performance, and solutions to the problem of making time to measure student progress frequently. (DB)

Several alternative curriculum-based measurement (CBM) assessment models for use with handicapped children are discussed: the resource/consulting teacher and Vermont consultant teacher models, directive teaching, precision teaching, and data based program modification. A case example showing the use of CBM to make instructional and placement…

Procedures for developing curriculum-based measurement (CBM) systems are presented as an approach to special education problem solving. CBM procedures are discussed within the context of a decision-making matrix, focusing on "what" and "how" to measure and how to use data. An example applies the method to reading-aloud…