Promoting curriculum-based assessment in schools : empirical evaluation of a remediation/prevention model for reducing the incidence of learning disabilities

• Main Author: Ferguson, Anne T.
• Other Authors: Ulman, Jerome D.
• Format: Others
• Published: 2011
• Subjects: Curriculum-based assessment.; Educational tests and measurements > United States.; Learning disabilities > United States.
• Online Access: http://cardinalscholar.bsu.edu/handle/handle/176136; http://liblink.bsu.edu/uhtbin/catkey/546123

Within the last decade, reports have indicated that the number of students classified as learning disabled (LD) has increased by 119%. Issues and research relating to this increment such as problems with assessment practices, special education decision-making practices, and the demands made by the regular education curriculum are reviewed. Research in both special and regular education has pointed directly or indirectly to curriculum-based assessment (CBA) and collaboration between the two systems as effective alternatives for assisting students with learning problems. However, barriers to implementation (e.g., personnel resistance) have been observed in schools implementing these alternatives.In order to develop grassroots support, a contextually appropriate model, Curriculum-Oriented Remediation/Prevention System (CORPS) was designed to ease the implementation and administration of CBA via problem-solving teams and consultation. The purpose of this study was to investigate the effects an "instructional package", designed to train inservice school personnel in components of CORPS, had on the behavior of personnel and students referred for reading problems. Social validation (satisfaction ratings) of personnel and students with CORPS and procedures used to implement CORPS was also examined. Twenty implementors (school psychologists; special, regular, and Chapter 1 educators) accurately and reliably implemented CORPS for 30 elementary studentsResultsThe repeated measures ANOVA used to evaluate the changes in classroom behavior (pre-postobservations) was inconclusive due to the small sample size and the variability of behaviors resulting from different instructional arrangements in reading. However, while not statistically significant, the desired trend was observed in the amount of time students were actively engaged in academic tasks. Results from supplemental reading data indicated that 90% of the students demonstrated progress in reading. Satisfaction data suggested that personnel were quite positive about the effectiveness of CORPS and procedures used to implement CORPS. Student responses to satisfaction questionnaires were also positive.DiscussionResults are discussed regarding the overall effectiveness of the CORPS program and satisfaction of school personnel and students regarding the effectiveness and acceptability of CBA as implemented within the CORPS model. Limitations of the study and the need for future research are delineated. === Department of Special Education