Use of a Curriculum-Based Measure to Corroborate Eligibility Decisions

This study examined the usefulness of the Assessment, Evaluation, and Programming System, a curriculum-based measure, to corroborate the findings of standardized, norm-referenced tests that establish eligibility for IDEA services for young children. Using a sample of children who were developing typ...

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Bibliographic Details
Published in:Journal of early intervention 2003-10, Vol.26 (1), p.20-30
Main Authors: Bricker, Diane, Yovanoff, Paul, Capt, Betty, Allen, David
Format: Article
Language:English
Subjects:
Curriculum Based Assessment
Decision Making
Disabilities
Early Childhood Education
Educational Legislation
Eligibility
Individualized Education Programs
Individualized Family Service Plans
Individualized Instruction
Individuals with Disabilities Education Act
Norm Referenced Tests
Standardized Tests
Student Placement
Young Children
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Summary:This study examined the usefulness of the Assessment, Evaluation, and Programming System, a curriculum-based measure, to corroborate the findings of standardized, norm-referenced tests that establish eligibility for IDEA services for young children. Using a sample of children who were developing typically, a Rasch one-parameter dichotomous measurement model was used to determine cutoff scores for 6-month intervals on the Assessment, Evaluation, and Programming System. These cutoff scores were evaluated for accuracy with a group of children previously found eligible for services. In most cases, the cutoff scores identified eligible children accurately. Implications for the use of curriculum-based measures to establish eligibility for IDEA services are discussed.
ISSN:1053-8151
2154-3992
DOI:10.1177/105381510302600102