Abstract This 20-year follow-up study examined elementary special educators’ use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used primarily for progress monitoring and prereferral. The need for professional development and district leadership in the area of CBM is persistent over the 20-year time frame. In addition, time continues to be reported as a barrier for CBM implementation.

中文翻译：

---

小学特殊教育教师对CBM数据的使用：20年的随访

摘要这项为期20年的后续研究研究了基础特殊教育工作者对基于课程的测量方法的使用。中西部四个州的初级特殊教育者（N = 1,077）参加了调查。结果表明，CBM的总体使用率比20年前要高得多，其中CBM是最普遍的监视领域，其数据主要用于进度监视和预引用。在20年的时间框架内，对建立信任措施领域的专业发展和地区领导的需求一直存在。此外，时间继续被报告为实施煤层气的障碍。