Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading studies involving DS. Increasing the use of CBM in research has the potential to provide insight into the effectiveness of intervention and address concerns regarding the utility of approaches predicated on CBM. This single-case design study used CBM to examine the performance of children with DS (N = 17) who had largely exhibited gains on intervention-aligned measures following an intensive reading intervention. Results of multilevel modeling were mixed, with significant (p < .05) effects relegated to letter- and first-sound fluency. No more than 29% of participants met goals created using a procedure derived from CBM. Findings have implications for future studies and implementation of literacy interventions for children with DS.

研究支持对中度智力障碍和唐氏综合症 (DS) 的儿童进行强化扫盲教学的效果。然而，许多文献中的措施与评估的干预措施密切相关。尽管基于课程的措施（CBM）在教学中的作用越来越大，但在涉及 DS 的阅读研究中却很少出现。在研究中增加 CBM 的使用有可能深入了解干预的有效性，并解决有关基于 CBM 的方法效用的担忧。这项单案例设计研究使用 CBM 来检查 DS ( N= 17) 在强化阅读干预后，他们在与干预一致的措施上取得了很大的进步。多级建模的结果好坏参半，显着的 ( p < .05) 影响归结为字母和第一声流利度。不超过 29% 的参与者实现了使用源自 CBM 的程序创建的目标。研究结果对未来的研究和对 DS 儿童实施扫盲干预具有重要意义。