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Fuchs LS, Fuchs D, Hamlett CL, et al. Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports. J Learn Disabil. 2021;54(5):319-333doi: 10.1177/0022219420950654.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (2021). Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports. Journal of learning disabilities, 54(5), 319-333. https://doi.org/10.1177/0022219420950654
Fuchs, Lynn S, et al. "Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports." Journal of learning disabilities vol. 54,5 (2021): 319-333. doi: https://doi.org/10.1177/0022219420950654
Fuchs LS, Fuchs D, Hamlett CL, Stecker PM. Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports. J Learn Disabil. 2021 Sep;54(5):319-333. doi: 10.1177/0022219420950654. Epub 2021 Apr 05. PMID: 33813936.
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J Learn Disabil. 2021 Sep;54(5):319-333. doi: 10.1177/0022219420950654. Epub 2021 Apr 05.

Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports.

Journal of learning disabilities

Lynn S Fuchs, Douglas Fuchs, Carol L Hamlett, Pamela M Stecker

Affiliations

  1. Vanderbilt University, Nashville, TN, USA.
  2. Clemson University, SC, USA.

PMID: 33813936 DOI: 10.1177/0022219420950654

Abstract

The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers' instructional decision-making within curriculum-based measure

Keywords: curriculum-based measurement; data-based individualization; intensive intervention

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