Virtual learning has been used long before the COVID-19 pandemic for mental health care or acute conditions but was rarely used as a replacement for in-person visits. Additionally, virtual learning was primarily used for those earning graduate and undergraduate degrees. Virtual learning for individuals younger than eighteen is not typically researched, as it has not been a subject of importance or seen as a replacement for in-person learning. The current study worked with four male children under the age of eighteen from both the neurotypical and neurodiverse populations. Participants were paired into dyads to assess learning done both virtually and in-person when presented with a brainteaser puzzle using a multiple baseline across participants design. Two of the four participants engaged in both treatment conditions. Percent of independently completed steps of a brainteaser puzzle and percent of on-task behavior were measured across conditions. Implications of the current study suggest that individuals that are considered severely delayed may learn more proficiently when in-person, however, others with less severe developmental disabilities and those that are considered neurotypical may be able to learn across either condition.

The Supporting Transformation and Resilience (STAR) program is a groundbreaking doctoral project in the field of occupational therapy designed to enhance the resilience, quality of life, and overall well-being of adult survivors of childhood trauma who are raising a child with a disability. Childhood trauma can profoundly impact an individual's life, and caring for a child with a disability can introduce additional challenges, making it essential to develop a comprehensive support program tailored to this specific population. STAR uses a mixed-method experimental design with a waitlist control group. The STAR program leverages a hybrid approach, combining psychoeducational and experiential components underpinned by a peer mentor model. The in-person sessions are proposed to be held at the YMCA, spanning a 12-week period with weekly in-person gatherings. Furthermore, participants will engage in a once-weekly asynchronous email support group and have access to online modules available around the clock. The waitlist control group will be granted access to the online modules, offering a basis for comparison with the participants actively engaging in the in-person and online aspects of the program. The aim of the STAR program is not only to gather critical data but also to offer support and resources for survivors of childhood trauma, creating a holistic approach that addresses their unique needs and circumstances. The STAR program holds the potential to shed light on the impact of a novel occupational therapy health promotion initiative on the resilience, quality of life, and overall well-being of its participants. This project anticipates significantly contributing to the occupational therapy and trauma fields. It has the potential to enhance the lives of those who face the challenges of both childhood trauma and caring for a child with a disability.

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