NB Language of instruction is English
In this course, students will:
1. Implement data-based problem-solving / data-based instruction
2. Critically evaluate the research surrounding data-based instruction.
Data-based problem-solving (also known as data-based instruction) refers to the use of data to build effective educational programs for students with learning and behavioral difficulties.
The course begins with a description of a problem-solving approach to learning and behavior. A system-wide problem-solving model is described: Response to Intervention (RTI)/ Multi-tiered Systems of Support (MTSS).
The emphasis then turns to data-based problem-solving at the individual level, and the use of Curriculum-Based Measurement (CBM). CBM (in Dutch, Continue Voortgangsmonitoring, CVM) is a progress-monitoring system specifically designed for implementation of data-based problem-solving for individuals with learning difficulties.
Students will learn the skills and techniques needed to implement CBM within a problem-solving approach for an individual. Students also will critically evaluate the research on problem-solving approaches and CBM.
1. Describe what a problem-solving approach is, the factors that led to the development of a problem-solving approach, and the steps to problem solving.
2. Describe a specific problem-solving model, Response to Intervention/Multi-tiered Systems of Support, and discuss the potential advantages and disadvantages of a tiered systems of instruction.
3. Critically evaluate and discuss the research on data-based problem-solving / data-based instruction and CBM progress monitoring.
4. Implement data-based problem-solving using Curriculum-based Measurement (CBM), a system for closely monitoring the progress of, and evaluating the effects of, instructional programs for individuals with learning difficulties.
5. Prepare a data-based problem-solving report and present it to others in the class.
Mode of instruction
Lectures, presentations, and discussion.
Discussion questions and answers, presentations, and progress-monitoring project.
For the timetable of this course please refer to MyTimetable
Hosp, M.K., Hosp, J.L., & Howell, K.W. (2016). The ABCs of CBM: A practical guide to Curriculum-Based Measurement (2nd ed.). New York: Guilford.
Study material will consist of recent book chapters as well as primary research articles from leading journals in education, psychology, and cognitive science.
Brightspace will be used during the course.
Students must register themselves for all course components (lectures, tutorials and practicals) they wish to follow. You can register via My Studymap up to 5 days prior to the start of the course.
It is mandatory for all students to register for each exam and to confirm registration for each exam in My Studymap. This is possible up to and including 10 calendar days prior to the examination. You cannot take an exam without a valid pre-registration and confirmation in My Studymap.
Carefully read all information about the procedures and deadlines for registering for courses and exams.
The exam of this course is a paper. This means that you do not have to register yourself for this exam in My Studymap.
During this course Professor Espin holds offices one hour immediately after classes. She can also be reached by email.