Usability Testing of the Teacher Help for Learning Disabilities Program: An eHealth Intervention for Teachers

Abstract

Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers’ knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes the development and usability testing of Teacher Help for LD, an eHealth professional development program that assists classroom teachers in providing evidence-based interventions to students with LDs. Specialists in LDs (n = 18), consisting of individuals within the educational and health systems, were asked to evaluate the usability of the Teacher Help for LD intervention and provide their feedback. Results from both quantitative and qualitative data suggest that participants were very satisfied with the program and found the program highly usable. Results will help to prepare and modify the program for use with regular classroom teachers in an upcoming cluster randomized controlled trial across Canada.

Keywords

eHealth learning disability exceptionalities/disabilities program evaluation assessment of interventions/outcomes professional development classroom teachers

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