CURRICULUM-BASED ASSESSMENT OF WRITING FLUENCY IN CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER AND NORMAL CHILDREN

A curriculum-based assessment approach was used to examine differences in writing fluency between normal children and children with attention-deficit hyperactivity disorder. The students' fluency in writing their first names and the digits 0-9 was measured with 1-min timings. The results suggest that curriculum-based measures are simple to administer and score. As a diagnostic tool, curriculum-based assessment may have greater relevance to actual classroom skills.