评估行为学习损失:COVID-19时期的测量和治疗问题

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2023-05-02 DOI:10.1080/1045988X.2023.2204863

Dwight P. Sweeney, J. Gilliam, Maria Nicolaou, Maria Elena Akimoto, Kshitija Yerolkar

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引用次数: 0

摘要

迄今为止，大多数旨在探索COVID-19学校关闭对学生成绩影响的研究都集中在认知/学业损失上。本研究探讨了患有自闭症谱系障碍或其他发育障碍的儿童和青少年在面对面的一对一行为培训转化为远程医疗服务后，其适应行为的变化。本研究的参与者在适应行为评估系统第3版(ABAS-3)上进行了三个数据点的评分:pre-COVID;COVID关闭后6个月;以及COVID关闭后的12个月。评估了ABAS-3标准分数，以确定在COVID关闭现场编程期间发生的自适应行为的任何损失或收益。讨论了与行为评估和提供远程保健方案有关的问题。

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Assessing behavioral learning loss: measurement and treatment Issues in the time of COVID-19

Abstract To date, most studies seeking to explore the impact of COVID-19 school closures on student outcomes have focused on cognitive/academic losses. This study explores changes in adaptive behaviors experienced by children and youth with autism spectrum disorders or other developmental disabilities when in-person, one-to-one behavior training was converted to telehealth delivery. Participants in this study were rated on the Adaptive Behavior Assessment System, 3rd Edition (ABAS-3) at three data points: pre-COVID; six months after COVID closure; and 12 months after COVID closure. ABAS-3 standard scores were evaluated to determine any losses or gains in adaptive behavior that occurred during the COVID shutdown of in-person programming. Issues related to assessment of behavior and delivery of telehealth programming are discussed.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.