000			01985nam a22001697a 4500
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100			_aErica C. Fry,
245			_aA Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?
300			_ap275-290
520			_aData-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM. Espin et al. examined the extent to which DBDM is represented in CBM professional development (PD) materials and found that the topic was significantly underrepresented (12% to 14% of CBM PD material content) compared with other CBM topics. The purpose of this study was to conduct a conceptual replication of the Espin et al. systematic review through an analysis of CBM content in practitioner journal articles. The present review includes 29 practitioner articles coded to the four CBM categories used in the Espin et al. study: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed a pattern similar to the one found by Espin et al. with approximately 18% of the content of practitioner articles on CBM devoted to the topic of decision-making. These findings strengthen the recommendation from Espin et al. for increased attention to DBDM in CBM training materials.
654			_acurriculum-based measurement, _adata-based decision-making, _acontent analysis
773	0		_0125278 _9110676 _dNew Delhi _oJP387 _tJournal of Learning Disabilities _x0022-2194
942			_cJA
942			_2ddc
999			_c130565 _d130565