| Title: |
Measuring Academic Skill Development for Students with Autism Spectrum Disorder Using Curriculum-Based Measurement: A Scoping Review and Call for Research |
| Language: |
English |
| Authors: |
Milena A. Keller-Margulis (ORCID 0000-0001-7539-5375); Sarah S. Mire; Elías S. Loría Garro; Emily R. Jellinek-Russo; Ivana Lozano; Amanda R. Hut; My-Linh N. Luu; Amy K. Izuno-Garcia; Kristen H. Erps; Lindsey N. Landry Pierce; Samantha X. Tan; Morgan M. McNeel; Scarlett M. Gardner; Brenda J. Duran |
| Source: |
Psychology in the Schools. 2024 61(5):2132-2147. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Autism Spectrum Disorders; Curriculum Based Assessment; Intervention; Academic Achievement; Skill Development; Outcomes of Education; Measurement Techniques |
| DOI: |
10.1002/pits.23154 |
| ISSN: |
0033-3085; 1520-6807 |
| Abstract: |
School-based service providers must understand how to best measure academic skill development given its key role in improving long-term outcomes for individuals with autism spectrum disorder (ASD). Curriculum-based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way to determine academic intervention targets and progress monitor academic skills for students with ASD, but the extent of the literature base is unknown. Results of this scoping review regarding use of CBM with autistic students indicated few studies, overall. Studies had a wide range of sample sizes and primarily focused on intervention, using CBM as progress or outcome measures. Numerous demographic characteristics and study elements were absent from the literature. Future directions for this area of research and the implications for assessment in response to instruction for students with ASD are presented. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1419452 |
| Database: |
ERIC |