View in EDS

Evidence-Based Practices via Remote Service Delivery for Early Intervention in Rural Communities

Saved in:
Bibliographic Details
Title: Evidence-Based Practices via Remote Service Delivery for Early Intervention in Rural Communities
Language: English
Authors: Howe, Elizabeth (ORCID 0000-0003-2798-2158), Riggleman, Samantha, Passmore, Amanda
Source: Rural Special Education Quarterly. 2023 42(4):202-212.
Availability: 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
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Opinion Papers
Education Level: Early Childhood Education
Descriptors: 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
DOI: 10.1177/87568705231189280
ISSN: 8756-8705
2168-8605
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1403602
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1403602
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Evidence-Based Practices via Remote Service Delivery for Early Intervention in Rural Communities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Howe%2C+Elizabeth%22">Howe, Elizabeth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2798-2158">0000-0003-2798-2158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Riggleman%2C+Samantha%22">Riggleman, Samantha</searchLink><br /><searchLink fieldCode="AR" term="%22Passmore%2C+Amanda%22">Passmore, Amanda</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Rural+Special+Education+Quarterly%22"><i>Rural Special Education Quarterly</i></searchLink>. 2023 42(4):202-212.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Opinion Papers
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/87568705231189280
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 8756-8705<br />2168-8605
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1403602
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1403602
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/87568705231189280
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 202
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Delivery Systems
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
    Titles:
      – TitleFull: Evidence-Based Practices via Remote Service Delivery for Early Intervention in Rural Communities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Howe, Elizabeth
      – PersonEntity:
          Name:
            NameFull: Riggleman, Samantha
      – PersonEntity:
          Name:
            NameFull: Passmore, Amanda
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 8756-8705
            – Type: issn-electronic
              Value: 2168-8605
          Numbering:
            – Type: volume
              Value: 42
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Rural Special Education Quarterly
              Type: main
ResultId 1