2022 Fiscal Year Final Research Report
Utilization of Curriculum-Based Measurements for Early Supports and Effectiveness of Instruction for Children with Learning Disabilities
| Project/Area Number |
19K02933
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09060:Special needs education-related
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| Research Institution | Kumamoto University |
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Principal Investigator |
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Keywords | 学習困難 / カリキュラムに基づく尺度 / プログレスモニタリング / ユニバーサルスクリーニング / 早期介入 / 評価 / 学習障害 / 学習指導 |
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| Outline of Final Research Achievements |
The two purposes of this study were (1) to standardize the curriculum-based measurement (CBM) used in the United States and (2) to put it into practice. In (1), with the cooperation of two elementary schools, the CBM was administered once a month from June to March to students in grades 2 through 6 to create a standard for learning progress monitoring for students with typical development.
In (2), the CBM was used as a universal screening scale, and children with CBM scores of one standard deviation or less in the first semester were identified as children in need of support, and small groups of children were supported using remedial learning time. In addition, individualized instruction was provided to children with learning disabilities and other conditions at the university, demonstrating the usefulness of the CBM as a progress monitoring measure.
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| Free Research Field |
特別支援教育
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| Academic Significance and Societal Importance of the Research Achievements |
本研究の成果は、定型発達の児童の算数のカリキュラムに基づく尺度（CBM）の結果を得られたことから、それを基準にしてユニバーサルスクリーニングを実施し、１標準偏差以下の児童を支援を必要として特定することができたことである。
支援を必要とすると特定した児童に対して、補習時間を利用して小グループによる個別支援を実施し、学習の進捗状況ををモニターするために算数CBMを活用した。個別指導の結果、低学年の児童ほど学習の成果として標準得点の上昇が見られたことから、早期への対応が必要であることが示唆された。
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