The Impacts of COVID-19 Related School Closures and Remote Instruction on Students with Autism Spectrum Disorders’ Academic Performance
Open Access
- Author:
- Duddy, Emily
- Area of Honors:
- Psychology
- Degree:
- Bachelor of Science
- Document Type:
- Thesis
- Thesis Supervisors:
- Melissa Dawn Hunter, Thesis Supervisor
Sarah Myruski, Thesis Honors Advisor - Keywords:
- COVID-19
Autism Spectrum Disorder
ASD
School Psychology
Individualized Education Program
Academic Achievement
Special Education
Child Psychology
IEP - Abstract:
- Purpose: In this study, I address the research question regarding the effects of COVID-19 related school closures and online learning for K-12 students with autism spectrum disorder (ASD) compared to their traditional in person learning environment. This topic is extremely relevant, as COVID-19 has hindered the ability for students to receive education in person and required students, families, and educators to adjust to a virtual class environment instead. For students with ASD, online learning hinders their ability to access necessary supports to assist their academic performance and limits crucial social interaction with peers and educators. In a more general sense, the study of education and the effects COVID-19 and virtual learning have had on student performance is of important value as society strives to provide the best education possible to help set children up for success. Method: This study utilizes the deidentified academic records of 15 students according to FERPA guidelines to determine the students’ academic performance before and after COVID-19 interruptions to in-person learning. The Individualized Education Program (IEP) and Compensatory Services Worksheet of each student was used to identify their reading comprehension, reading fluency, and mathematics computation fluency goals, as well as teacher interviews to gain an understanding on the effects virtual learning has had on students’ academic performance. Results: Results were determined through a repeated-measures analysis, and it was found that virtual learning had a negative effect on student academic performance and regression of academic progress occurred. Teachers reported difficulty in instructing students in a virtual environment and that students struggled to focus due to distractions, resulting in academic declines. Conclusion: It is recommended that interventions are implemented for students with ASD to mitigate academic regression and ensure that COVID-19 related school closures do not hinder long-term success of students with ASD in the future.