Measuring academic skill development for students with autism spectrum disorder using curriculum‐based measurement: A scoping review and call for research

School‐based service providers must understand how to best measure academic skill development given its key role in improving long‐term outcomes for individuals with autism spectrum disorder (ASD). Curriculum‐based measurement (CBM), which has applications for foundational academic skill areas of reading, writing, and mathematics, may be one way to determine academic intervention targets and progress monitor academic skills for students with ASD, but the extent of the literature base is unknown. Results of this scoping review regarding use of CBM with autistic students indicated few studies, overall. Studies had a wide range of sample sizes and primarily focused on intervention, using CBM as progress or outcome measures. Numerous demographic characteristics and study elements were absent from the literature. Future directions for this area of research and the implications for assessment in response to instruction for students with ASD are presented. Practitioner points There is little research specifically regarding the use of CBM for students with autism. The few existing studies are difficult to summarize because they vary widely in terms of participants and methods. Practitioners should rely on best practices in assessment when using any measures with students with autism, including curriculum‐based measures, until additional research guidance is available.