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Abstract：
Curriculum-based measurement (CBM) is an approach to measuring student academic growth and evaluating the effectiveness of instruction (Deno, Exceptional Children, 52, 219-232, 1985) that was developed, in part, based on characteristics of applied behavior analysis. Learning to administer and use CBM data is commonly part of teacher preparation programs, but less common in behavior analysis graduate programs (Schreck et al. Behavioral Interventions, 31, 355-376, 2016; Schreck & Mazur, Behavioral Interventions, 23, 201-212, 2008). This article describes a sequence of steps that educational teams can follow to use CBM within the multi-tiered system of support (MTSS) framework. These steps include (1) selecting a CBM publisher and gathering materials; (2) practicing administering and scoring CBM; (3) administering, scoring, and comparing student scores to grade-level benchmarks; (4) using CBM data to write ambitious and realistic IEP goals; and (5) using data-based individualization. Each step is described and includes a description of a case study that is based on our experiences working with pre-service teacher candidates, and special education and behavior analysis graduate students in K-12 and after-school instructional programs.
摘要：
基于课程的测量（CBM）是一种衡量学生学术成长和评估教学效果的方法（Deno，特殊的孩子，52，219-232，1985)开发的，在某种程度上,基于应用行为分析的特点。学习管理和使用CBM数据通常是教师准备计划的一部分，但在行为分析研究生课程中并不常见(Schreck等人。行为干预,31,355-376,2016;Schreck&Mazur,行为干预,23,201-212,2008)。本文介绍了教育团队在多层支持系统（MTSS）框架中使用CBM可以遵循的一系列步骤。这些步骤包括（1）选择CBM发布者并收集材料；（2）练习管理和评分CBM；（3）管理，得分,并将学生分数与年级基准进行比较；（4）使用CBM数据编写雄心勃勃且现实的IEP目标；（5）使用基于数据的个性化。每个步骤都被描述，并包括一个案例研究的描述，该案例研究基于我们与职前教师候选人合作的经验，以及K-12和课后教学计划中的特殊教育和行为分析研究生。
