View in EDS HTML Full Text PDF Full Text

Evaluating the feasibility of remotely administered curriculum‐based measurement for students with autism: A pilot study.

Saved in:
Bibliographic Details
Title: Evaluating the feasibility of remotely administered curriculum‐based measurement for students with autism: A pilot study.
Authors: Mire, Sarah S. (AUTHOR), Keller‐Margulis, Milena A. (AUTHOR), Izuno‐Garcia, Amy K. (AUTHOR), Jellinek, Emily R. (AUTHOR), Loría Garro, Elías S. (AUTHOR)
Source: Psychology in the Schools. Feb2023, Vol. 60 Issue 2, p345-363. 19p. 4 Charts.
Subjects: Autism, Pilot projects, Level of difficulty, Psychology of students, Students, Academic achievement
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. Highlights: Curriculum‐based measurement (CBM) is a rarely explored but potentially useful approach to measuring academic skills for students on the autism spectrum.Remote administration is an innovative, convenient, and based on these pilot findings, feasible way to use CBM for elementary students with autism. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 161214463
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Evaluating the feasibility of remotely administered curriculum‐based measurement for students with autism: A pilot study.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mire%2C+Sarah+S%2E%22">Mire, Sarah S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Keller‐Margulis%2C+Milena+A%2E%22">Keller‐Margulis, Milena A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Izuno‐Garcia%2C+Amy+K%2E%22">Izuno‐Garcia, Amy K.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jellinek%2C+Emily+R%2E%22">Jellinek, Emily R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Loría+Garro%2C+Elías+S%2E%22">Loría Garro, Elías S.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Feb2023, Vol. 60 Issue 2, p345-363. 19p. 4 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Level+of+difficulty%22">Level of difficulty</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. Highlights: Curriculum‐based measurement (CBM) is a rarely explored but potentially useful approach to measuring academic skills for students on the autism spectrum.Remote administration is an innovative, convenient, and based on these pilot findings, feasible way to use CBM for elementary students with autism. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=161214463
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.22668
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 345
    Subjects:
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pilot projects
        Type: general
      – SubjectFull: Level of difficulty
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Academic achievement
        Type: general
    Titles:
      – TitleFull: Evaluating the feasibility of remotely administered curriculum‐based measurement for students with autism: A pilot study.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mire, Sarah S.
      – PersonEntity:
          Name:
            NameFull: Keller‐Margulis, Milena A.
      – PersonEntity:
          Name:
            NameFull: Izuno‐Garcia, Amy K.
      – PersonEntity:
          Name:
            NameFull: Jellinek, Emily R.
      – PersonEntity:
          Name:
            NameFull: Loría Garro, Elías S.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2023
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 00333085
          Numbering:
            – Type: volume
              Value: 60
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
ResultId 1