Families’ Experiences with Online Instruction and Behavior Support during Covid-19: A Qualitative Inquiry

Abstract

In Spring of 2020, Covid-19 forced school buildings to close across the United States. As a result, many early learning programs and elementary schools serving children with challenging behaviors and their families moved online. Families with young children receiving complex educational and behavioral services in traditional brick-and-mortar classrooms were suddenly required to work closely with educators to support their children’s academic, social-emotional, and behavioral progress. This study used a qualitative approach to examine families’ experiences with children’s challenging behavior, online instruction, and behavior support during Covid-19 school building closures. Findings underscore important themes related to families’ perceptions of child challenging behavior at home, challenges with access and participation in onlineinstruction, and families’ perceived responsibilities and priorities. Implications for educators, program administrators, and policymakers are discussed.