Distance Learning With Severe Developmental Disabilities belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter school teams and classroom routines. In Distance Learning With Severe Developmental Disabilities, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: CASP CEU Center
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Join Free →An Assessment of the Feasibility and Effectiveness of Distance Learning for Students with Severe Developmental Disabilities and High Behavioral Needs Original Air Date: June 2, 2021 CEU offered: 1.5 Learning CEU Short Title: Distance Learning with Severe Developmental Disabilities Webinar Duration: 75 minutes CE Instructors: Melaura A.E. Tomaino, Ph.D,BCBA-D Alissa Grenberg, Ph.D., BCBA-D Abstract: 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 towards 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' IEP goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEP 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.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1 | General |
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.