So sánh phương pháp

	Single-Case Design in Education	Curriculum-Based Measurement
Lĩnh vực	Education	Education
Họ	Process / pipeline	Process / pipeline
Năm ra đời	2013	1985
Người khởi xướng	Applied behavior analysis and special education (Baer, Wolf & Risley; Horner; Kratochwill)	Stanley Deno and colleagues (University of Minnesota)
Loại	Experimental design establishing intervention effects within individual cases via repeated measurement	Standardized, repeated brief measures for monitoring academic progress
Công trình gốc	Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38.	Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232.
Tên gọi khác	Single-Subject Design, Single-Case Experimental Design, SCED, N-of-1 Educational Design	CBM, Curriculum-Based Progress Monitoring, General Outcome Measurement, CBM Probes
Liên quan	4	4
Tóm tắt	Single-case experimental designs establish whether an intervention causes a change in behavior or learning by intensively studying individual cases over time rather than comparing groups. Each case serves as its own control: an outcome is measured repeatedly during a baseline phase and again under intervention, and the effect is demonstrated by replicating the change across phases or across cases. Central to special education and applied behavior analysis, and recognized by the What Works Clearinghouse and Horner and colleagues' standards, single-case design offers rigorous causal evidence when group experiments are impractical.	Curriculum-based measurement (CBM) is a standardized system of brief, repeated assessments used to monitor a student's academic progress over time. Developed by Stanley Deno and colleagues at the University of Minnesota, CBM uses short, technically adequate probes — such as one-minute oral reading fluency or math computation samples — sampled from the year's curriculum at a fixed difficulty. Scores are charted week by week, and the slope of improvement is compared against a goal line to judge whether instruction is working and to trigger timely changes.