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Record identifier : 565739
Personal Name - Primary Intelectual Responsibility : Jenkins, Thomas Wade, II
Title and statement of responsibility : A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination [Thesis]
Publication, Distribution,Etc. : University of Virginia, 2003
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , University of Virginia
Summary or Abstract : 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..
Topical Name Used as Subject : Psychological tests, Special education, Educational psychology
Information of biblio record : TL
 
 
 
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