Evaluating the Feasibility of Remotely Administered Curriculum-Based Measurement for Students with Autism: A Pilot Study

Autor/inn/en	Mire, Sarah S.; Keller-Margulis, Milena A.; Izuno-Garcia, Amy K.; Jellinek, Emily R.; Loría Garro, Elías S.
Titel	Evaluating the Feasibility of Remotely Administered Curriculum-Based Measurement for Students with Autism: A Pilot Study
Quelle	In: Psychology in the Schools, 60 (2023) 2, S.345-363 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mire, Sarah S.) ORCID (Keller-Margulis, Milena A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22668
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Feasibility Studies; Curriculum Based Assessment; Program Effectiveness; Elementary School Students; Grade 2; Grade 3; Grade 4; Grade 5; Student Evaluation; Evaluation Methods; Student Behavior; Computer Assisted Testing; School Closing; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulnote; Studentische Bewertung; Student behaviour; Schülerverhalten; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2-5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01