{"title":"COVID-19 大流行期间的远程干预:早期干预实践者的经验教训","authors":"Dana C. Childress, Megan Schumaker-Murphy","doi":"10.1177/10538151241238007","DOIUrl":null,"url":null,"abstract":"During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional circumstances. This study examined the perspectives of 353 practitioners across the United States who supported families of infants and toddlers enrolled in EI programs under Part C of IDEA (2004) while providing tele-intervention during the pandemic. A qualitative thematic analysis of survey responses revealed five themes: (a) shifting to tele-intervention was challenging; (b) the shift to tele-intervention was perceived as having a mostly positive impact on service quality; (c) practitioners gained new skills, often related to parent coaching; (d) parent engagement increased during tele-intervention; and (e) practitioners support the continued use of tele-intervention as an EI service delivery option.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"28 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Tele-Intervention During the COVID-19 Pandemic: Lessons Learned From Early Intervention Practitioners\",\"authors\":\"Dana C. Childress, Megan Schumaker-Murphy\",\"doi\":\"10.1177/10538151241238007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional circumstances. This study examined the perspectives of 353 practitioners across the United States who supported families of infants and toddlers enrolled in EI programs under Part C of IDEA (2004) while providing tele-intervention during the pandemic. A qualitative thematic analysis of survey responses revealed five themes: (a) shifting to tele-intervention was challenging; (b) the shift to tele-intervention was perceived as having a mostly positive impact on service quality; (c) practitioners gained new skills, often related to parent coaching; (d) parent engagement increased during tele-intervention; and (e) practitioners support the continued use of tele-intervention as an EI service delivery option.\",\"PeriodicalId\":47360,\"journal\":{\"name\":\"Journal of Early Intervention\",\"volume\":\"28 1\",\"pages\":\"\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-03-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Early Intervention\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/10538151241238007\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Intervention","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10538151241238007","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Tele-Intervention During the COVID-19 Pandemic: Lessons Learned From Early Intervention Practitioners
During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional circumstances. This study examined the perspectives of 353 practitioners across the United States who supported families of infants and toddlers enrolled in EI programs under Part C of IDEA (2004) while providing tele-intervention during the pandemic. A qualitative thematic analysis of survey responses revealed five themes: (a) shifting to tele-intervention was challenging; (b) the shift to tele-intervention was perceived as having a mostly positive impact on service quality; (c) practitioners gained new skills, often related to parent coaching; (d) parent engagement increased during tele-intervention; and (e) practitioners support the continued use of tele-intervention as an EI service delivery option.
期刊介绍:
The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.