Understanding the Basics of CBM: What BCBAs Need to Know
As Board Certified Behavior Analysts (BCBAs) continue to work more often in school settings, the need to understand academic progress monitoring becomes more critical. One tool that can help is Curriculum-Based Measurement (CBM). Even though CBM is popular among educators, most BCBAs aren’t trained to use it. This blog will break down the basics of CBM, show how it fits with Applied Behavior Analysis (ABA), and offer practical steps for BCBAs to begin using it in their practice.
We'll draw on the recent article by Kate LaLonde, Rena VanDerwall, and Meagan Walsh (2023), titled “The Basics of CBM: What BCBAs Need to Know.” This research gives clear guidance on how BCBAs can use CBM in public schools, especially as part of Multi-Tiered Systems of Support (MTSS).
📘 DOI: https://doi.org/10.1007/s40617-023-00841-w
What Is Curriculum-Based Measurement (CBM)?
CBM was created in the late 1970s by Deno & Mirkin as a quick and reliable way to measure student progress in academic skills like reading and math. It’s designed to be:
- Frequent
- Brief
- Direct
- Graphable
These features make CBM a natural fit with the ABA approach. CBM echoes core ABA strategies, such as:
- Continual progress monitoring
- Data-based decision making
- Visual analysis of data
- Systematic instruction
CBM allows quick decisions without waiting for big test scores. For example, if a child isn’t keeping up with weekly fluency goals, the BCBA and teacher can adjust support right away.
Why CBM Matters for BCBAs in Schools
CBM isn’t just for teachers. Federal laws like IDEA 2004 encourage using research-based, data-driven methods. In public schools, systems like MTSS and Positive Behavioral Interventions and Supports (PBIS) are everywhere. They use data to prevent school failure before it happens.
BCBAs are already trained to:
- Use precise data tracking
- Design effective interventions
- Monitor behavior over time
Adding CBM skills helps BCBAs to:
- Expand into academic data
- Improve collaboration with educators
- Contribute more meaningfully to IEP teams
However, many BCBAs lack background in academic measurement. CBM helps bridge that gap.
The Four Functions of CBM in MTSS
CBM supports instruction in four important ways, across all levels of MTSS:
- Universal Screening – screens all students to identify those at risk for academic struggles.
- Progress Monitoring – tracks how well students respond to specific interventions.
- Diagnostic Assessment – digs deeper into why a student is not progressing.
- Outcome Evaluation – compares student growth over time to expected norms.
Here's how this looks across tiers:
- Tier 1: All students get the same general instruction. CBM helps spot who’s falling behind.
- Tier 2: Small group support is added. CBM shows if it’s working.
- Tier 3: One-on-one help is provided. CBM ensures adjustments are made based on regular data.
How BCBAs Can Start Using CBM: 5 Key Steps
1. Select a CBM Tool
There are many CBM tools, both paid and free. Here are some examples:
Paid platforms:
- AIMSweb® Plus
- Acadience® Learning
- Renaissance® STAR CBM
- mCLASS®
- FastBridge
Free tools:
- DIBELS® (https://dibels.uoregon.edu)
- EasyCBM (https://easycbm.com)
- Acadience Learning®
- Intervention Central
- National Center on Intensive Intervention (https://intensiveintervention.org)
Choose one that matches your district’s practice.
2. Practice Administering and Scoring
Before using CBM, ensure you or your staff are trained in:
- Standard administration procedures
- Use of fidelity checklists
- Interobserver agreement standards
Using Behavioral Skills Training (BST) with feedback and modeling is a proven way to get reliable scores.
3. Compare Scores to Benchmarks
CBM benchmarks help categorize students:
- 🔴 Red: Intensive support needed
- 🟡 Yellow: Moderate risk
- 🟢 Green: Minimal risk
- 🔵 Blue: Low-to-no risk
Use this data to:
- Make small groups
- Set entry points for instruction
- Spot students at academic risk early
4. Set IEP Goals Using CBM Data
CBM makes IEP goals easier to set and track. You can use:
- National benchmark targets
- Norms for expected rate of progress
- Student’s own trend data (e.g., Intra-individual method)
Sample formula:
Goal = (Slope × 1.5 × Number of Weeks) + Starting Point
This creates goals that are both reachable and challenging.
5. Deliver Data-Based Individualization (DBI)
CBM + DBI = individual student success. Here’s how:
- Review data regularly (Four-Point Rule, Trend Line Analysis)
- Diagnose problems if progress plateaus
- Change intervention based on data
- Monitor fidelity of delivery
- Use graphs to support instructional decisions
This mirrors what BCBAs already do for behavior. Now it applies to academics, too.
Quick Case Example: Mr. Hawkins’ First Grade Class
In LaLonde et al. (2023), Mr. Hawkins and his team used CBM to:
- Complete universal screening
- Choose CBM tools (e.g., oral reading fluency)
- Create IEP goals for a student named Lebron, based on real data
- Review mid-year progress
- Tweak instruction using DBI when progress slowed
The story illustrates how CBM + ABA = a powerful combo for student growth.
What BCBAs Can Do Next
Ready to get started with CBM? Here are steps you can take right away:
-
Look for CBM tools in use at your school or district
-
Ask about training opportunities in academic data collection
-
Join your school’s MTSS or PBIS team
-
Collaborate with general and special education teachers
-
Strengthen skills in:
- Writing academic IEP goals
- Progress monitoring
- Using trend data to change interventions
- Understanding instructional strategies
- Functional assessments for academic behavior
Conclusion
CBM is an easy-to-use, ABA-aligned tool that supports both academic and behavior change. BCBAs can become key school team members by learning how to use CBM within MTSS frameworks. The process is data-driven, collaborative, and puts student success at the center—where it belongs.
To learn more about integrating CBM into your work as a BCBA, we highly recommend reading the full article by Kate LaLonde, Rena VanDerwall, and Meagan Walsh (2023). Available here:
📘 DOI: https://doi.org/10.1007/s40617-023-00841-w
Resource Links
- DIBELS®: https://dibels.uoregon.edu
- Acadience® Learning: https://acadiencelearning.org
- NCII DBI Tools: https://intensiveintervention.org
- IRIS Center DBI Training: https://iris.peabody.vanderbilt.edu/dbi2/
CBM opens the door for BCBAs to not just manage behavior, but shape instruction. It's time we walk through it.
