The ABCs of CBM, Third Edition

A Practical Guide to Curriculum-Based Measurement
3. Auflage 2026
ISBN: 978-1-4625-6327-2
Verlag: Guilford Publications

Buch, Englisch, 240 Seiten, Format (B × H): 203 mm x 267 mm

Reihe: The Guilford Practical Intervention in the Schools Series

With over 50 years of research validation, curriculum-based measurement (CBM) 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.

Autoren/Hrsg.

Hosp, John L.

Hosp, Michelle K.

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

1. What Is CBM and Why Should I Do It?
2. Applications and Details of CBM
3. How to Conduct Preschool Literacy CBM
4. How to Conduct Early Reading CBM
5. How to Conduct Reading CBM
6. How to Conduct Spelling CBM
7. How to Conduct Writing CBM
8. How to Conduct Early Numeracy CBM
9. How to Conduct Math CBM
10. Other CBM Applications
11. Charting and Graphing Data to Help Make Decisions
12. Planning to Use CBM--and Keeping It Going
Appendix A. Frequently Asked Questions
Appendix B. References, Resources, and Further Reading
Index

Über Autor(innen)

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. He is a member of the academic screening technical review committee for the National Center on Intensive Intervention and an advisory board member of the International MTSS Association. 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 and Senior Director of Assessment and Innovation at Renaissance. 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.