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Assessment for Effective Intervention
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Validating Curriculum-Based Measurement for Students With Emotional and Behavioral Disorders in Middle School

Cecil Fore, III

The University of Georgia, cfore{at}uga.edu

Richard T. Boon

The University of Georgia

Mack D. Burke

Texas A&M University

Christopher Martin

Gwinnett County Public Schools

The purpose of this study was to investigate the concurrent validity of curriculum-based measurement (CBM) for students with emotional and behavioral disorders (EBD) in middle school using the Maze (MAZE); Oral Reading Fluency (ORF); and the Woodcock-Johnson, Third Edition (WJ-III), Passage Comprehension (WJ-PC) and Reading Fluency (WJ-RF) subtests. Fifty-five students in grades sixth through eighth with emotional and behavioral disorders participated in this study. Results indicated a strong correlation between the MAZE and the WJ-PC, while moderate correlations were found between the CBM Oral Reading Fluency and the Woodcock-Johnson subtests (passage comprehension and reading fluency). Limitations of the study, implications for practice, and future research are discussed.

Key Words: curriculum-based measurement • emotional and behavioral disorders • assessment • validity • intervention strategies

This version was published on March 1, 2009

Assessment for Effective Intervention, Vol. 34, No. 2, 67-73 (2009)
DOI: 10.1177/1534508407313234
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