Families’ Experiences With Online Instruction and Behavior Support During COVID-19

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2023-06-26 DOI:10.1177/02711214231182023

Elizabeth M. Kelly, S. Harbin, I. Schwartz

引用次数: 0

Abstract

In the Spring of 2020, COVID-19 forced school buildings to close across the United States. As a result, many early learning programs and elementary schools moved their services online. Families of young children with challenging behaviors receiving complex educational and behavioral services in traditional brick-and-mortar classrooms were suddenly required to work closely with educators to support their children’s academic, social-emotional, and behavioral progress. This study used a qualitative approach to examine families’ experiences with children’s challenging behavior, online instruction, and behavior support during COVID-19 school building closures. Findings underscore important themes related to families’ perceptions of child challenging behavior at home, challenges with children’s meaningful participation in online instruction, families’ perceived responsibilities and priorities, and future recommendations. Implications for educators are discussed.

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新冠肺炎期间家庭在线指导和行为支持的经验

2020年春季，新冠肺炎迫使美国各地的校舍关闭。因此，许多早期学习项目和小学将其服务转移到了网上。有挑战性行为的幼儿家庭在传统的实体教室里接受复杂的教育和行为服务，突然被要求与教育工作者密切合作，支持他们孩子的学业、社会情感和行为进步。本研究采用定性方法研究了新冠肺炎校舍关闭期间家庭对儿童挑战性行为、在线教学和行为支持的体验。研究结果强调了与家庭对儿童在家挑战行为的看法、儿童有意义地参与在线教学的挑战、家庭感知的责任和优先事项以及未来建议有关的重要主题。讨论了对教育工作者的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.