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

Cecil Fore, Richard T. Boon, Mack D. Burke, Christopher Martin

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Abstract

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.

About this research paper

What this paper is about

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.

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OpenAlex reports 9 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

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 concepts: Fluency, Curriculum-based measurement, Psychology, Emotional and behavioral disorders, Reading (process), Reading comprehension, Curriculum, Developmental psychology

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