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Curriculum-Based Measurement and Problem-Solving Assessment: Basic Procedures and Outcomes.
Peer reviewed Peer reviewed
Shinn, Mark R.; Hubbard, Dawn D. – Focus on Exceptional Children, 1992
Curriculum-based measurement (CBM) is presented as a system linking data collected for special education eligibility with intervention planning and evaluation. The paper describes CBM problem-solving procedures, research outcomes of CBM problem-solving model implementation, effects on student achievement and goal awareness, and effects on teaching…
Descriptors: Diagnostic Teaching, Elementary Secondary Education, Eligibility, Evaluation Methods
Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct.
Peer reviewed Peer reviewed
Fuchs, Douglas; Mock, Devery; Morgan, Paul L.; Young, Caresa L. – Learning Disabilities: Research & Practice, 2003
This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification