Effects of teacher self-monitoring on implementation of curriculum-based measurement and mathematics computation achievement of students with disabilities

This study examined the effects of combining curriculum-based measurement i n mathematics computation with teachers' self-monitoring of instructional c hanges on academic progress of elementary students with learning disabiliti es and mild mental disabilities, Participating teachers were assigned to a control group that did not use curriculum-based measurement, a curriculum-b ased measurement-only group, or a curriculum-based measurement with self-mo nitoring group. In the curriculum-based measurement group, teachers assesse d their students' progress by administering, graphing, and analyzing short, biweekly probes. Teachers in the curriculum-based measurement with self-mo nitoring group also used this monitoring system: in addition. they used a s elf-monitoring procedure that was structured to guide them in analyzing stu dent progress and the instructional plan they had been using with an indivi dual student. Results indicated that teachers who self-monitored their use of curriculum-based measurement revised their students' instructional plans in ways that differed significantly from those of teachers who did not sel f-monitor ail parts of curriculum-based measurement. Additionally the combi nation of curriculum-based measurement and self-monitoring resulted in sign ificantly greater growth for students.