Measuring academic skill development for students with autism spectrum disorder using curriculum-based measurement: A scoping review and call for research

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-01-31 DOI:10.1002/pits.23154

Milena A. Keller-Margulis, 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

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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.

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使用基于课程的测量方法测量自闭症谱系障碍学生的学习技能发展：范围综述和研究呼吁

鉴于学业技能发展在改善自闭症谱系障碍（ASD）患者长期疗效方面的关键作用，校本服务提供者必须了解如何以最佳方式衡量学业技能发展。基于课程的测量（CBM）适用于阅读、写作和数学等基础学术技能领域，可能是确定学术干预目标和监测自闭症谱系障碍学生学术技能进展的一种方法，但文献基础的范围尚不清楚。本次关于自闭症学生使用 CBM 的范围审查结果显示，总体上研究很少。研究的样本量范围很广，主要集中在干预方面，使用 CBM 作为进展或结果测量。文献中缺乏大量人口统计特征和研究要素。本文介绍了这一研究领域的未来发展方向，以及针对自闭症学生的教学评估的意义。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.