Differential Effects of Two Approaches to Supporting Teachers' Use of Curriculum-Based Measurement

Abstract

The differential effects of two types of follow-up support (self-monitoring and consultation) on teachers' use of a data-based instruction system and student achievement in mathematics computation were investigated. Special education teachers monitored the progress of two students with mild disabilities in math computation with curriculum-based measurement (CBM). Of 18 teachers, 8 received university-based consultation bimonthly; 10 teachers self-monitored their use of CBM. Results indicated that students in both groups made comparable, significant achievement in math computation. Furthermore, the degree of implementation of CBM was similar for teachers in both groups. Implications for instructional consultation for teachers using data-based instruction such as CBM, and recommendations for additional research are discussed.