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| How to Use Curriculum Based Measurement (CBM) with Children with Learning Disabilities. |
| Saturday, May 24, 2008 |
| 8:00 AM–11:00 AM |
| PDR 4 |
| Area: DDA; Domain: Applied Research |
| CE Instructor: Joseph D. Cautilli, Ph.D. |
| HALINA DZIEWOLSKA (Private Practice/Behavior Analyst Online), JOSEPH D. CAUTILLI (Children Crisis Treatment Center/St. Joseph's University), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Description: Response to intervention is critical to the new IDEAI for the diagnosis of children with learning disabilities. Given the background and training of most BCBAs in scientifically based reading instruction, graphical representation of data, and evaluation of performance, BCBA's have a critical role in helping school psychologist to diagnose learning disabilities. This workshop aims to refresh BCBAs in the basics of curriculum based measurement, a scientifically based method using fluency to judge children's reading, writing and math performance. Current practices in education allow for school psychologists to refer to BCBAs to measure reading performance, implement a scientifically based instructional program for reading, evaluate the child's performance and state if child is progressing under scientifically based reading instruction. This workshop will deal mainly with the evaluation and measurement of student performance using CBM, as well as interpreting the data. |
| Learning Objectives: 1). When given a child to assess reading performance, workshop participants will select three suitable paragraph's at the child's possible grade levels. 2). When given a child to assess reading performance, workshop participants will conduct the reading probes. 3). When given a child to assess reading performance, workshop participants will take the probe data and compare it to norms 4). When given a child to assess reading performance, workshop participants will select the appropriate grades that the child is reading independent, instructional, and frustrated. 5). Given a child's current reading performance, participants will graph data and project future performance. 6). Given a child's current reading performance, participants will be able to plot an minimum progress line and determine if the child is making progress to instructional sessions. 7). When given a child to assess for writing, participants will select proper story starters. 8). When given a child to assess for writing performance, participants will generate a 3 minute reading probe. 9). When given a child to assess for writing performance, participants will use probe data to determine the child's writing levels for writing instruction. 10). When given a child to assess for writing performance, participants will graph data and create a minimum progress line. 11). When given as child to assess for writing performance, participants will evaluate if the student is making progress to scientifically based writing instruction. |
| Activities: Participants will practice skills in: o Data gathering methods for CBM; o Conducting and scoring probes; o Developing performance-based measures; o Implementing a reading program using CBM; o Implementing a writing program using CBM |
| Audience: Educators, special educators, behavior analysts working in educational settings, and those interested in learning CBM approaches |
| Content Area: Practice |
| Instruction Level: Basic |