基于证据的实践,通过远程服务提供对农村社区早期干预

IF 0.9 Q3 EDUCATION, SPECIAL
Elizabeth Howe, Samantha Riggleman, Amanda H. Passmore
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引用次数: 0

摘要

新冠肺炎大流行增加了远程服务在幼儿干预(EI)中的使用,这种增加的使用对生活在农村社区的残疾幼儿很有希望。然而,远程服务提供的增加需要更多地了解EI提供商通过这种模式提供的循证实践(EBP)。远程服务提供为EI服务增加了一个新的背景,需要进行研究,以确定(a)什么对谁有效,在什么条件下有效,(b)远程提供的循证实践如何为幼儿和照顾者带来积极的结果,以及(c)影响这些结果的自变量。本立场文件使用概念框架解释了远程服务提供对改善农村社区残疾幼儿及其家庭获得EBP的重要性。该概念框架包括本文深入描述的三个基本因素。首先,概念框架可以支持研究人员设计严格的研究,以远程提供循证实践。其次,该概念框架可以支持EI计划和提供者确定为农村社区的幼儿和家庭提供服务的EBP。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evidence-Based Practices Via Remote Service Delivery for Early Intervention in Rural Communities
The COVID-19 pandemic increased the use of remote service delivery in early childhood intervention (EI), and this increased use is promising for young children with disabilities living in rural communities. However, the increase in remote service delivery requires a greater understanding of using evidence-based practices (EBP) delivered by EI providers via this mode. Remote service delivery adds a new context to EI services requiring study to identify (a) what works for whom and under what conditions, (b) how an evidence-based practice delivered remotely results in positive outcomes for young children and caregivers, and (c) the independent variables that influence those outcomes. This position paper explains the importance of remote service delivery for improving access to EBP for young children with disabilities and their families in rural communities using a conceptual framework. The conceptual framework includes three essential factors described in depth in this article. First, the conceptual framework can support researchers in designing rigorous studies to deliver evidence-based practices remotely. Second, the conceptual framework can support EI programs and providers in identifying EBP for service delivery for young children and families in rural communities.
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来源期刊
Rural Special Education Quarterly
Rural Special Education Quarterly EDUCATION, SPECIAL-
CiteScore
3.00
自引率
6.70%
发文量
16
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