{"title":"新冠肺炎期间家庭在线指导和行为支持的经验","authors":"Elizabeth M. Kelly, S. Harbin, I. Schwartz","doi":"10.1177/02711214231182023","DOIUrl":null,"url":null,"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.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Families’ Experiences With Online Instruction and Behavior Support During COVID-19\",\"authors\":\"Elizabeth M. Kelly, S. Harbin, I. Schwartz\",\"doi\":\"10.1177/02711214231182023\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47496,\"journal\":{\"name\":\"Topics in Early Childhood Special Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Topics in Early Childhood Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/02711214231182023\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02711214231182023","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Families’ Experiences With Online Instruction and Behavior Support During COVID-19
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.
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.