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A comparison of the problem-solving ...

Jenkins, Thomas Wade, II.

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A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination./
作者:	Jenkins, Thomas Wade, II.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1544.
Contained By:	Dissertation Abstracts International64-03B.
標題:	Psychology, Psychometrics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083121

A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination.
Jenkins, Thomas Wade, II.

A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination. - 145 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1544.

Thesis (Ed.D.)--University of Virginia, 2003.

Multiple components involved in the practice of using a CBM problem-solving model as a means of identifying students as eligible for special education services were investigated. Roundtable Committees in two elementary schools implemented the CBM problem-solving model and data were collected. Results showed the CBM problem-solving model resulted in similar populations being referred for special education services compared to the traditional model. Students made significant progress using the CBM problem-solving approach regardless of grade, race, gender, or socioeconomic status. The percentile cutoff corresponding to the percentage of students identified as mildly handicapped in the school district was found to be more appropriate than comparison percentile cutoffs. Regular and special education teachers felt the CBM problem-solving process and the data that it provided were beneficial to students.Subjects--Topical Terms:

1017742
Psychology, Psychometrics.

A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination.
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