Parent and PreService Teacher Partnering in a Technology-Based Home Intervention: Preliminary Findings

DOI

10.2991/icat2e-17.2016.4How to use a DOI?

Keywords

iPad, apps, parent perspectives, preservice teachers, autism spectrum disorder, communication impairment

Abstract

This small-scale Australian study employed a mixed method design to explore the perspectives of parents and preservice teachers who worked together on a technology-based home intervention to better engage children aged 4-5 years with communication difficulties in the family morning routine. A mini-iPad was used by each parent to support their child's learning of self-care skills, and parents were individually coached on the technical and pedagogical aspects of the intervention by preservice teachers. Preliminary results from parent interviews, preservice teacher weekly reflections, and parent and preservice teacher online surveys provided strong support for the use of the iPad as a promising tool for interventions of this kind.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Wendi Beamish
AU  - Denis Meadow
AU  - Matthew Prime
AU  - Belinda Fisher
PY  - 2017/03
DA  - 2017/03
TI  - Parent and PreService Teacher Partnering in a Technology-Based Home Intervention: Preliminary Findings
BT  - Proceedings of The 2017 International Conference on Advanced Technologies Enhancing Education (ICAT2E 2017)
PB  - Atlantis Press
SP  - 14
EP  - 17
SN  - 2352-5398
UR  - https://doi.org/10.2991/icat2e-17.2016.4
DO  - 10.2991/icat2e-17.2016.4
ID  - Beamish2017/03
ER  -