With over 50 years of research validation, curriculum-based measurement continues to expand across schools and districts due to its proven effectiveness, ease of implementation, and alignment within multi-tiered systems of support (MTSS). The revised and updated third edition of the gold-standard ABCs of CBM delivers essential guidance as educators increasingly rely on data-driven instruction for universal screening, progress monitoring, and instructional decision making. In a convenient large-size format, the book accessibly covers the "whats," "whys," and "how-tos" of CBM across reading, spelling, writing, and math, with detailed protocols for administration, scoring, and standards within MTSS. New to This Edition:
- Updated throughout with 10 years of advances in administration, scoring, and reporting.
- Chapter on preschool CBM for early intervention.
- Cutting-edge multilingual CBM resources for diverse populations.
- Social-emotional/behavioral CBM measures.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. See also the authors' ABCs of Curriculum-Based Evaluation, which also supports MTSS while utilizing CBM.
About the Author :
John L. Hosp, PhD, is Professor of Special Education at the University of Massachusetts Amherst. His research focuses on multi-tiered systems of support/response to intervention, including disproportionate representation of minority students in special education and aligning assessment and instruction, particularly in the areas of curriculum-based measurement and curriculum-based evaluation. Dr. Hosp has conducted workshops nationally and has authored over 50 journal articles, book chapters, and books. Michelle K. Hosp, PhD, is Associate Professor of Special Education at the University of Massachusetts Amherst. A nationally known trainer and speaker on problem solving and the use of progress monitoring data, she has served as Director of the Iowa Reading Research Center and as a trainer with the National Center on Progress Monitoring and the National Center on Response to Intervention, and is currently on the technical review committee for the National Center on Intensive Intervention. Dr. Hosp's research focuses on reading and on multi-tiered systems of support/response to intervention in relation to curriculum-based measurement and curriculum-based evaluation. She has published numerous articles, book chapters, and books.
Review :
The third edition of this book should be required reading for preservice special education teachers, school psychologists, interventionists, and anyone interested in implementing an effective MTSS. Using instructive examples and graphics, this comprehensive resource provides everything needed for valid decisions about student growth. Progress monitoring is a cornerstone of any effective MTSS--Hosp and Hosp demystify progress monitoring to unlock student learning.--Matthew K. Burns, The Rose and Irving Fein Endowed Professor of Special Education, University of Florida
As someone who is deeply involved with the use of data-informed instruction in schools, I’m thrilled to see the updated and expanded third edition of this valuable resource. I frequently reference this book in my own work and recommend it highly to my colleagues who use CBM to efficiently collect data to provide and evaluate effective instruction. A wide range of educators in K–12 settings will find the third edition an essential, highly practical addition to their assessment toolkits.--Jan Hasbrouck, PhD, educational consultant and researcher, Seattle
This text is a shining example of practical utility. It synthesizes decades of research and development on CBM into straightforward, actionable steps. In the third edition, the authors have given the field a refreshed resource that will guide seasoned practitioners and inspire new ones.--Nathan H. Clemens, PhD, Department of Special Education, The University of Texas at Austin
“This indispensable guide supports educators in confidently using CBM to make data-informed instructional decisions within MTSS frameworks. The third edition is thoughtfully updated to reflect advances in research, policy, and practice, and continues to be highly useful and accessible for practitioners and researchers alike. By clearly linking assessment to instruction, the book empowers educators to spend less time testing and more time teaching in ways that are valid, efficient, and instructionally meaningful. Rich examples illustrate evidence-based procedures for using data to strengthen decision making and improve learning outcomes for all students.â€--Nancy J. Nelson, PhD, NCSP, Special Education Program, Boston University
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