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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination./
Author:	Jenkins, Thomas Wade, II.
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1544.
Contained By:	Dissertation Abstracts International64-03B.
Subject:	Psychology, Psychometrics. -
Online resource:	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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035 $a (UnM)AAI3083121
035 $a AAI3083121
040 $a UnM $c UnM
100 1 $a Jenkins, Thomas Wade, II. $3 1953222
245 1 2 $a A comparison of the problem-solving model in conjunction with curriculum-based measurement and the traditional approach in special education eligibility determination.
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1544.
500 $a Adviser: Antoinette Thomas.
502 $a Thesis (Ed.D.)--University of Virginia, 2003.
520 $a 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.
590 $a School code: 0246.
650 4 $a Psychology, Psychometrics. $3 1017742
650 4 $a Education, Special. $3 606639
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0632
690 $a 0529
690 $a 0525
710 2 0 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 64-03B.
790 1 0 $a Thomas, Antoinette, $e advisor
790 $a 0246
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083121