In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.

在这项描述性研究中，我们分析了在 COVID-19 大流行期间为患有情绪和行为障碍 (EBD) 的学生报告的有关 K-12 环境中学校人员的沟通、教学和评估策略的调查数据。结果表明，无论是否强制要求教学连续性，为患有 EBD 的学生提供服务的支持人员都使用各种沟通、教学和评估策略进行报告。在学校关闭期间，特殊教育者报告使用的几种策略与相关服务提供者（例如，学校心理学家、辅导员）提供的策略显着不同。讨论了对未来规划、政策和研究的影响。