Exploring Asynchronous Online Parent Training on Transition Knowledge of Parents of Youth with Disabilities

Autor/inn/en	Chang, Wen-hsuan; Mazzotti, Valerie L.; Lo, Ya-yu; Kwiatek, Stephen M.; Test, David W.
Titel	Exploring Asynchronous Online Parent Training on Transition Knowledge of Parents of Youth with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 46 (2023) 4, S.197-210 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Wen-hsuan) ORCID (Mazzotti, Valerie L.) ORCID (Kwiatek, Stephen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221142801
Schlagwörter	Asynchronous Communication; Parent Education; Online Courses; Knowledge Level; Students with Disabilities; Secondary School Students; Program Effectiveness; Transitional Programs; Planning; Postsecondary Education; Self Efficacy; Parent Attitudes; Barriers + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Online course; Online-Kurs; Wissensbasis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Ablaufplanung; Planungsprozess; Post-secondary education; Tertiäre Bildung; Self-efficacy; Selbstwirksamkeit; Elternverhalten
Abstract	Parents of youth with disabilities require knowledge to support their children in secondary school. In the 21st century, online asynchronous training is one way to provide knowledge to parents in learning secondary transition concepts. We explored the use of an asynchronous online intervention on three parents' knowledge of the secondary transition process and confidence levels in supporting their children with disabilities. We used a single-case, concurrent multiple baseline design across three transition areas to evaluate parents' knowledge of secondary transition planning. Preliminary evidence showed the asynchronous online training improved parents' knowledge of secondary transition for two participants who completed the entire training program across all three transition areas. Limitations and recommendations for future research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01