Curriculum-Based Measurement for Written Expression with Postsecondary Students with Intellectual and Developmental Disabilities

Abstract

The purpose of this study was to replicate, and extend, previous research using curriculum-based measurement for written expression (CBM-WE) with 22 postsecondary students with intellectual and developmental disabilities from a large Midwestern university. Students were administered three CBM-WE passages and the Woodcock- Johnson Tests of Academic Achievement: Third Edition (WJIII) Broad Written Language cluster. CBM-WE passages were scored using a variety of metrics, some previously unexamined with this population. Results suggest the relation between previously examined metrics and the WJIII may be stronger than initially found. Metrics not previously examined demonstrated similar promise as when used with non-elementary age students.