Examining the validity of curriculum-based measurement for students with emotional and behavior disorders in middle school

There has been a recent emphasis on improving the academic performance of students with disabilities (NCLB, 2002). Improving the academic performance of students with Emotional and Behavior Disorders is especially important in the current accountability era in which there is much emphasis placed on performance of standardized tests. The purpose of this study was to investigate the validity of curriculum-based measurement for students with Emotional and Behavior Disorders. The curriculum-based measures Maze, and Oral Reading Fluency were compared to the Woodcock-Johnson III subtests (reading fluency, passage comprehension). The assessments were administered to fifty-five students in a middle school setting. Results indicated significant correlations between the curriculum-based measures (Maze, Oral Reading Fluency) and the Woodcock-Johnson subtests (reading fluency, passage comprehension). Results of the study are discussed along with limitations, implications for practice, and implications for future research.