Implementing a Technology-Aided Check-In/Check-Out Intervention in an Online Learning Environment: A Pilot Study

Autor/inn/en	Mallory, Patrick J.; Hampshire, Patricia K.
Titel	Implementing a Technology-Aided Check-In/Check-Out Intervention in an Online Learning Environment: A Pilot Study
Quelle	In: Preventing School Failure, 66 (2022) 2, S.186-194 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mallory, Patrick J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.2016570
Schlagwörter	Distance Education; Online Courses; Academic Achievement; Educational Environment; Autism Spectrum Disorders; Self Management; Intervention; Learner Engagement; Parents; Parent Participation; Students with Disabilities; Technology Uses in Education; Grade 9; High School Students; Computer Oriented Programs; Handheld Devices; Educational Technology + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Autism; Autismus; Selbstmanagement; Eltern; Elternmitwirkung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Oberschule; Computerprogramm; Unterrichtsmedien
Abstract	With a growing number of students with disabilities participating in online distance education, there is a need to explore support strategies that promote their academic success in these virtual environments. For students with autism spectrum disorders (ASDs), this type of learning environment often lacks the structure and support for them to develop social emotional and self-management skills needed to be successful in their academics. The current study pilots a technology-aided check-in/check-out (CICO) intervention package for parents to implement with their students enrolled in online schooling. This study particularly focuses on using the intervention to increase the student engagement of one high school student with ASD participating in online distance education. Using a single-case, AB design, data were collected on student engagement prior to and during the implementation of the intervention package. Results show a significant increase in student engagement when the intervention was implemented. Reports from both the student and his mother indicated overall positive perceptions of the intervention. Further exploration of the results, including limitations and future directions, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01