This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Bagnato, S. J. Articles by Capone, A. Search for Related Content Social Bookmarking                         What's this?

Curriculum-Based Assessment for the Young Exceptional Child

Rationale and Review

John T. Neisworth

Angela Capone

The Pennsylvania State University

Curriculum-based assessment (CBA) is rapidly becoming the preeminent diagnostic approach in applied settings. CBA is grounded in the tradition of programmed instruction and precision teaching. Within early childhood special education, CBA reflects a practical developmental orientation—a direct congruence between testing, teaching, and progress evaluation. This article summarizes a typology of selected curriculum-based methods that are available to early childhood specialists serving handicapped children.

Topics in Early Childhood Special Education, Vol. 6, No. 2, 97-110 (1986)
DOI: 10.1177/027112148600600209


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				D. P. Flanagan, D. M. Sainato, and J. L. Genshaft Enierging Issues in the Assessment of Young Children With Disabilities: The Expanding Role of School Psychologists Canadian Journal of School Psychology, January 1, 1994; 9(2): 192 - 203. [Abstract] [PDF]

				A. McDonnell, J. McDonnell, M. Hardman, and G. McCune Educating Students with Severe Disabilities in Their Neighborhood School: The Utah Elementary Integration Model Remedial and Special Education, November 1, 1991; 12(6): 34 - 45. [Abstract] [PDF]

				A. R. Notari and S. G. Drinkwater Best Practices for Writing Child Outcomes: An Evaluation of Two Methods Topics in Early Childhood Special Education, January 1, 1991; 11(3): 92 - 106. [Abstract] [PDF]

				P. S. MILLER Linking Theory to Intervention Practices with Preschoolers and Their Families: Building Program Integrity Journal of Early Intervention, January 1, 1991; 15(4): 315 - 325. [Abstract] [PDF]

				A. R. Notari and D. D. Bricker The Utility of a Curriculum-Based Assessment Instrument in the Development of Individualized Education Plans for Infants and Young Children Journal of Early Intervention, January 1, 1990; 14(2): 117 - 132. [Abstract] [PDF]

				V. D. Stayton and L. J. Johnson Personnel Preparation in Early Childhood Special Education: Assessment as a Content Area Journal of Early Intervention, January 1, 1990; 14(4): 352 - 359. [Abstract] [PDF]

				R. P. Erhardt, P. A. Beatty, and D. M. Hertsgaard A Developmental Visual Assessment for Children with Multiple Handicaps Topics in Early Childhood Special Education, January 1, 1988; 7(4): 84 - 101. [Abstract] [PDF]

				D. Bricker and S. Gumerlock Application of a Three-Level Evaluation Plan for Monitoring Child Progress and Program Effects Journal of Special Education, January 1, 1988; 22(1): 66 - 81. [Abstract] [PDF]

				D. Bricker Commentary: The Future of Early Childhood/ Special Education Journal of Early Intervention, January 1, 1988; 12(3): 276 - 278. [PDF]

				A. McDonnell and M. Hardman A Synthesis of "Best Practice" Guidelines for Early Childhood Services Journal of Early Intervention, January 1, 1988; 12(4): 328 - 341. [Abstract] [PDF]