Five Tips for Implementing Telepractice Interventions With Family Members of Young Children With Autism Spectrum Disorder

Abstract

Purpose: Telepractice has become a popular service delivery option for young children with autism spectrum disorder (ASD), especially as a result of the COVID-19 pandemic. However, practitioners can face some unique challenges when delivering interventions to young children and their families via telepractice. Furthermore, the use of telepractice requires specific practitioner skills, technologies, and family participation to ensure that interventions are effectively delivered. Drawing on the existing literature and our collective experience implementing telepractice-based interventions with families, we provide five practical tips for supporting families of children with ASD while implementing effective interventions via various telepractice modalities. Telepractice tips include the following: (a) think beyond video conferencing formats, (b) establish a meaningful and culturally responsive relationship with the family, (c) select appropriate interventions to support the child's development, (d) adhere to ethical and professional standards when implementing telepractice, and (e) gain knowledge and skills through professional development to enhance telepractice delivery. Conclusion: Using each of these tips will help practitioners support families with children with ASD in effective implementing telepractice interventions.

Guidelines and best practices for assessing young children remotely

“…It is also critical to engage in broader culturally-responsive practices during remote sessions, regardless of language status [see ( 41 ) for details].…”

Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies

“…The iterative process included three steps: (a) initial intervention development, (b) expert/ educator panel review and revision of materials, and (c) evaluation and adjustment of the POWR Training System. The first two steps are described in full detail elsewhere (see Douglas et al, 2022c), but included additional content to support modeling AAC, and the development of training and coaching materials for supervising teachers. The focus of this article is on the evaluation and adjustment of the POWR Training System though iterative testing.…”

“…Results from participating teachers and paraeducators confirm that they found the POWR Training System to be effective and acceptable. Participants said they would recommend the training to other teachers and paraeducators who support children with CCN (Douglas et al, 2022c). Additional social validity measures are planned in future work including measurement of the goals, procedures, and outcomes by various stakeholders (Wolf, 1978).…”

Recent Advances of Telepractice for Autism Spectrum Disorders in Speech and Language Pathology

“…The therapists/clinicians modify the environment to support certain skills and provide tasks while giving educators and therapists access to the appropriate platforms and software, so that the children transfer successful strategies, focusing on generalization. 45 , 46 New technologies provide the potential to offer a timely and low-cost solution that focuses on ASD individuals mainly in remote areas. 47 The counseling services offered by teleconferencing provide the clinician as well as the individual with a level of comfort and a wider range of educated opinions motivated by “best practices” in terms of education and care of the individual.…”

“…There is a marked disparity between the noted increase in the incidence of ASD individuals and the insufficient number of professionals (clinicians and therapists) to accommodate them, as shown by Boisvert et al 46 in an American study highlighting this factor as the main obstacle to telepractice education . 41 In addition to the insufficient number of teachers, support services in the child’s real context (the home) do not meet parents’ demands so they may turn their effort to online resources that provide a set of activities that allow parental involvement 45 but do not answer their children’s educational needs. Although varied reasons impact intervention outcomes undertaken by either parents, educators, or therapists, the identified major factors are intervention fidelity and implementation fidelity .…”