Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders

Robbie J. Marsh; Heather M. Baltodano-Van Ness; Sarup R. Mathur

doi:10.1177/10742956231161010

Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders

Robbie J. Marsh, Heather M. Baltodano-Van Ness, Sarup R. Mathur

Educational Leadership and Innovation, Division of

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.

Original language	English (US)
Pages (from-to)	128-136
Number of pages	9
Journal	Beyond Behavior
Volume	32
Issue number	2
DOIs	https://doi.org/10.1177/10742956231161010
State	Published - Aug 2023

Keywords

culture/cultural
disorders/disabilities
families/parent(s)
involvement
nontraditional
school/classroom

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Clinical Psychology

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10.1177/10742956231161010

Cite this

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title = "Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders",

abstract = "Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.",

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author = "Marsh, {Robbie J.} and {Baltodano-Van Ness}, {Heather M.} and Mathur, {Sarup R.}",

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AU - Mathur, Sarup R.

N1 - Publisher Copyright: © Hammill Institute on Disabilities 2023.

PY - 2023/8

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AB - Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.

KW - culture/cultural

KW - disorders/disabilities

KW - families/parent(s)

KW - involvement

KW - nontraditional

KW - school/classroom

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Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders

Abstract

Keywords

ASJC Scopus subject areas

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