Tomaino Melaura Andree Erickson, Greenberg Alissa L, Kagawa-Purohit Sarah Ann, Doering Sagui A, Miguel Edward Steven
Port View Preparatory, 1361 Valencia Avenue, Tustin, CA 92780 USA.
Focused Behavioral Solutions, Berkeley, CA USA.
Behav Anal Pract. 2021 Mar 1;15(1):243-259. doi: 10.1007/s40617-020-00549-1. eCollection 2022 Mar.
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.
在新冠疫情期间，全国各地的学校都关闭了校门。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情况。关于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项技术对重度残疾且行为需求高的学生进行教育的研究。研究1收集了学生家庭及其教育工作者关于与重度发育障碍且行为需求高的学生合作时远程学习项目的可行性和有效性的调查数据。结果表明，家长和教育工作者对远程学习总体持中立态度，尽管教育工作者一致认为他们的学生在远程学习期间获得了教育益处。研究2进一步考察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。分析表明，学生保持了其IEP中约一半技能的学习进度，并在另外四分之一的IEP目标上取得了进展。这些发现为急需的远程学习文献库做出了贡献，并提供了关于对重度发育障碍且行为需求高的学生进行远程学习的可行性和有效性的更多信息。未来需要开展工作来确定针对这类人群进行远程学习的最佳实践方法。
