Literaturnachweis - Detailanzeige
| Autor/inn/en | Howe, Elizabeth; Riggleman, Samantha; Passmore, Amanda |
|---|---|
| Titel | Evidence-Based Practices via Remote Service Delivery for Early Intervention in Rural Communities |
| Quelle | In: Rural Special Education Quarterly, 42 (2023) 4, S.202-212 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Howe, Elizabeth) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705231189280 |
| Schlagwörter | Stellungnahme; COVID-19; Pandemics; Evidence Based Practice; Distance Education; Early Intervention; Rural Areas; Delivery Systems; Young Children; Access to Education; Early Childhood Education; Students with Disabilities; Special Education; Autism Spectrum Disorders Distance study; Distance learning; Fernunterricht; Rural area; Ländlicher Raum; Auslieferung; Frühe Kindheit; Education; Access; Bildung; Zugang; Bildungszugang; Early childhood; Frühkindliche Bildung; Frühpädagogik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Autism; Autismus |
| Abstract | 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. (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 |
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