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An Assessment of the Feasibility and Effectiveness of Distance Learning for Students With Severe Developmental Disabilities and High Behavioral Needs
Behavior Analysis in Practice ( IF 2.1 ) Pub Date : 2021-03-01 , DOI: 10.1007/s40617-020-00549-1
Melaura Andree Erickson Tomaino 1 , Alissa L Greenberg 2 , Sarah Ann Kagawa-Purohit 1 , Sagui A Doering 1 , Edward Steven Miguel 1
Affiliation  

Schools across the country closed their doors during the COVID-19 pandemic. These measures impacted all students, as schools, educators, and families grappled with the realities of transitioning to distance-learning platforms. The research on distance learning is still in its early phases. However, almost no research exists on educating students with severe disabilities and high behavioral needs using this technology. Study 1 collected survey data from students’ families and their educators on the feasibility and effectiveness of distance-learning programs when working with students with severe developmental disabilities and high behavioral needs. Results indicated that parents and educators had generally neutral attitudes toward distance learning, although educators agreed that their students were obtaining educational benefits during distance learning. Study 2 further examined the effects of a transition to distance learning on students’ Individualized Education Plan (IEP) goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEPs and made progress on an additional quarter of their IEP goals. Findings contribute to a much-needed literature base on distance learning and provide additional information as to the feasibility and effectiveness of distance learning with students with severe developmental disabilities and high behavioral needs. Future work is needed to determine best practices for distance learning with this population.



中文翻译:

对严重发育障碍和高行为需求学生远程学习的可行性和有效性的评估

在 COVID-19 大流行期间,全国各地的学校都停课了。这些措施影响了所有学生,因为学校、教育工作者和家庭都在努力应对向远程学习平台过渡的现实。远程学习的研究仍处于早期阶段。然而,几乎没有关于使用这种技术教育严重残疾和高行为需求学生的研究。研究 1 收集了来自学生家庭及其教育工作者的调查数据,这些数据是关于远程学习计划在与有严重发育障碍和高行为需求的学生一起工作时的可行性和有效性。结果表明,家长和教育工作者对远程学习普遍持中立态度,尽管教育工作者同意他们的学生在远程学习期间获得了教育收益。研究 2 进一步检查了向远程学习过渡对学生个性化教育计划 (IEP) 目标进展的影响。分析显示,学生保持了他们 IEP 中所涉及的技能的大约一半,并在他们的 IEP 目标的另外四分之一方面取得了进步。调查结果有助于建立急需的远程学习文献基础,并提供有关远程学习对严重发育障碍和高行为需求学生的可行性和有效性的更多信息。未来的工作需要确定与该人群进行远程学习的最佳实践。研究 2 进一步检查了向远程学习过渡对学生个性化教育计划 (IEP) 目标进展的影响。分析显示,学生保持了他们 IEP 中所涉及的技能的大约一半,并在他们的 IEP 目标的另外四分之一方面取得了进步。调查结果有助于建立急需的远程学习文献基础,并提供有关远程学习对严重发育障碍和高行为需求学生的可行性和有效性的更多信息。未来的工作需要确定与该人群进行远程学习的最佳实践。研究 2 进一步检查了向远程学习过渡对学生个性化教育计划 (IEP) 目标进展的影响。分析显示,学生保持了他们 IEP 中所涉及的技能的大约一半,并在他们的 IEP 目标的另外四分之一方面取得了进步。调查结果有助于建立急需的远程学习文献基础,并提供有关远程学习对严重发育障碍和高行为需求学生的可行性和有效性的更多信息。未来的工作需要确定与该人群进行远程学习的最佳实践。调查结果有助于建立急需的远程学习文献基础,并提供有关远程学习对严重发育障碍和高行为需求学生的可行性和有效性的更多信息。未来的工作需要确定与该人群进行远程学习的最佳实践。调查结果有助于建立急需的远程学习文献基础,并提供有关远程学习对严重发育障碍和高行为需求学生的可行性和有效性的更多信息。未来的工作需要确定与该人群进行远程学习的最佳实践。

更新日期:2021-03-11
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