Award Date


Degree Type


Degree Name

Master of Science (MS)


Educational Psychology & Higher Education

First Committee Member

Lori Olafson

Second Committee Member

Lisa Bendixen

Third Committee Member

Gwen Marchand

Fourth Committee Member

Linda Quinn

Number of Pages



The global COVID-19 pandemic led to the universal restricted access of school grounds and caused students to transition to a remote learning environment. Students with Autism Spectrum Disorder (ASD) are eligible for special educational services and are normally provided additional support during school. Due to the COVID-19 pandemic, delivery of multiple support resources became limited, and parents needed to consider how their child’s education and support would be incorporated in their new educational environment.

During the pandemic, parents had the opportunity to provide various instructional assistance and support at home. Scaffolding, a type of guidance used when a child is working on an accomplishable task with the help of a more knowledgeable person, would normally be used in a child’s learning environment to achieve their next level of development. However, this study illustrates that parents did not provide scaffolds, but instead provided prompting as they were aware of their child’s zone of proximal development and implemented prompts that their child could learn from accordingly. Prompts ranged from physical hand to hand guidance to verbal repeating of a question to visually displaying math problems on a white board. Additionally, parents also described a strong sense of communication between their children using these prompts. Initially, parents felt concerned during the transition to remote learning. However, once their child became accustomed to the new learning environment, parents noticed positive outcomes and expressed that having additional resources, such as service providers, aided them and their child to succeed in the home learning environment.


Autism; Remote Learning


Educational Psychology

File Format


File Size

2500 KB

Degree Grantor

University of Nevada, Las Vegas




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