The DOI matches its Crossref record.
When Some is Not Better Than None: Effects of Differential Implementation of Curriculum-Based Measurement
Abstract
This study explored the effect of differential implementation of curriculum-based measurement (CBM) on math computation achievement of students with mild disabilities. In addition, selected variables associated with the quality with which teachers implement CBM were examined. Twenty-nine special education teachers each monitored two students with mild disabilities in math computation using CBM for 16 weeks. Results indicated that students whose teachers implemented CBM more accurately made significantly greater math gains than did students whose teachers (a) implemented CBM less accurately and (b) did not use CBM. Adequacy of planning time was associated with the quality of CBM implementation.
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Claims other papers make about this one
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In the citing paper
“Two factors appear particularly influential in how well teachers implement CBM: adequacy of planning time and teachers' degrees of personal and/or teaching efficacy [196].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [196]
In the citing paper
“teachers with high personal efficacy and high teaching efficacy increased the end-of-year goal for students more often than their counterparts with low degrees of efficacy; teachers with high teaching efficacy set goals that were overall more ambitious than those of teachers with low teaching efficacy”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [196]
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 35
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Cited by
Effects of data–based individualization for students with intensive learning needs: A meta–analysis
Jung, P., McMaster, K. L., Kunkel, A. K., Shin, J., & Stecker, P. M. (2018) · Learning Disabilities Research & Practice · doi:10.1111/ldrp.12172 · Cited by 121
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59
“Again, in a related and later study, Allinder et al. [199] studied self-monitoring with CBM versus CBM alone.”
Background
Metadata
- Authors
- Allinder, R. M.
- Affiliations
- University of Nebraska–Lincoln (US)
- Corresponding author
- Allinder, Rose M.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 1996-05
- Volume
- 62
- Issue
- 6
- Pages
- 525-535
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W1954935411
- Cited by
- 50
- References
- 0
- Citations by year
- 2026: 1 · 2024: 2 · 2022: 1 · 2021: 3 · 2020: 3 · 2019: 3 · 2018: 4 · 2016: 3 · 2015: 2 · 2014: 1 · 2013: 2
- FWCI
- 7.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Exceptional Children (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Keywords
- curriculum-based measurement, implementation fidelity, mild disabilities, special education teachers, teacher planning time, student monitoring
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: When Some is Not Better Than None: Effects of Differential Implementation of Curriculum-Based Measurement. https://app.cochat.ai/papers/10.1177/001440299606200604
- The paper
- Allinder, R. M. (1996). When Some is Not Better Than None: Effects of Differential Implementation of Curriculum-Based Measurement. Exceptional Children. https://doi.org/10.1177/001440299606200604
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
