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Autistic children have complex developmental obstacles that require measurable assessment techniques. However, teachers often find it challenging to conduct quantifiable assessments, primarily to monitor academic abilities because of the incompatibility of cognitive development of autistic children. This purpose of the study to describe the application of CBM to monitor the academic skills of reading, writing and arithmetic of autistic children and to describe and analyze the supporting factors and inhibiting factors of CBM implementation. This study uses a mixed method with the research subjects being autistic grade VIII junior high school girls. The findings indicate that CBM can be applied to children with autism. The CBM can be done on autistic children. The CBM for the development of learning plans has been carried out into four stages, namely screening, goal setting, diagnostic assessment, making hypotheses about interventions, and developing learning plans. The supporting factors for CBM implementation are the ease of using CBM, the assessment results make it easy to determine the next learning program, and use measurable measurement criteria, while the inhibiting factors are children's mood changes that are influenced by internal factors and external factors of autistic children. Keywords— autism, CBM, reading, writing, counting

Implementation of Curriculum-Based Measurement (CBM) on Reading, Writing and Numeracy Skills for Autistic Children