Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task

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Abstract
This study assessed the effects of expert system instructional consultation within curriculum-based measurement (CBM). Thirty-three special educators and 63 students with mild to moderate disabilities were assigned randomly to three groups: CBM with expert system instructional consultation (CBM-ES). CBM with no consultation (CBM-NES), and control (i.e., no CBM). CBM teachers implemented a CBM system for 17 weeks. Analyses indicated that students in both CBM groups achieved better than the control group on several key reading outcome measures, assessing fluency and comprehension. However, the CBM-ES teachers planned more diverse instructional programs than did the CBM-NES teachers, and their students achieved better than the CBM-NES and control students on an outcome measure requiring written recalls.

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