Using Remote Delivery to Train Parents in Video Analysis Procedures

Morin, Kristi L.; Vannest, Kimberly J.; Hong, Ee Rea; Haas, April; Nagro, Sarah A.; Ganz, Jennifer B.; Lavadia, Courtney

doi:10.1007/s10864-019-09361-6

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…Our survey respondents reported that they struggled to find strategies that transferred to the telehealth format particularly for modeling, prompting, and reinforcing caregivers and staff. This is in spite of the emerging literature demonstrating that coaching and training is just as effective when delivered via telehealth as when it is delivered in person (Hay-Hansson & Eldevik, 2013;Vismara et al, 2009), synchronously (e.g., bug in the ear; Artman-Meeker et al, 2017), and using video analysis (e.g., Lerman et al, 2020;Morin et., 2019). Importantly, these strategies had been mostly evaluated by researchers and very few studies outlined procedures for training-the-trainer (Akemoglu et al, 2020).…”

Section: Telehealth Coaching Needsmentioning

confidence: 95%

“…Variations existed regarding the techniques used by researchers to teach others to provide coaching, training, and supervision to caregivers and practitioners via telehealth or the delivery of direct therapy to clients via telehealth. For example, within the telehealth research for function-based treatment, several strategies and combinations of strategies had been used to teach educators to deliver telehealth therapies including live performance feedback (Machaliceck et al, 2010), workshops or online modules, followed by coaching via telehealth (Fisher et al, 2014;Heitzman-Powell et al, 2014), and video feedback, where parents or practitioners submitted videos and received delayed prerecorded feedback (D'Agostino et al, 2020;Morin et al, 2019). Some guidance on the use of technology was available related to logistics (e.g., how to record and upload videos, how to use teleconferencing; Lee et al, 2014;Lerman et al, 2020), and on the specific strategies used during training (e.g., naturalistic language interventions, functional assessment and analysis; Tomlinson et al, 2018).…”

Section: Staff Training and Professional Development In Telehealthmentioning

confidence: 99%

See 1 more Smart Citation

Experiences of service providers in the expedited delivery of ABA therapy via telehealth during the COVID-19 pandemic: Reflections and considerations for the future.

Dueñas¹,

D’Agostino²

2022

Behavior Analysis: Research and Practice

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Applied behavior analysis (ABA) is recognized as a medically necessary treatment for individuals with autism spectrum disorder (Association of Professional Behavior Analysts, 2020). The use of telehealth to deliver ABA-based services has been on the rise over the past decade, yet during the initial COVID-19 stay home orders of March 2020, there was limited research on telehealth implementation guidelines for providers. A convergent mixed-methods research design was used to examine the experiences of ABA-based service providers as they delivered services via telehealth to individuals with developmental disabilities and their families during the initial months of that transition. Most survey respondents had less than 3 months experience delivering ABA-based services via telehealth. Findings from the survey revealed themes related to telehealth service delivery experiences. Notably, ABA-based service providers’ decision-making process for transitioning to telehealth, telehealth service delivery practices that were adopted and reported by respondents, and professional development experiences related to telehealth. Implication for research and practice are discussed.

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Section: Telehealth Coaching Needsmentioning

confidence: 95%

Section: Staff Training and Professional Development In Telehealthmentioning

confidence: 99%

Experiences of service providers in the expedited delivery of ABA therapy via telehealth during the COVID-19 pandemic: Reflections and considerations for the future.

Dueñas¹,

D’Agostino²

2022

Behavior Analysis: Research and Practice

View full text Add to dashboard Cite

show abstract

“…Adolescents and adults world-wide have shifted to remote learning, and training applications such as FaceTime, e-coaching platforms, and augmented reality have shown positive outcomes as the effectiveness of delivering instruction remotely has been evaluated (Boratto et al, 2017; Kim et al, 2018; Randolph & Brady, 2018). And although some remote coaching and telehealth applications have been evaluated with families of individuals with IDD (Morin et al, 2020; Pellegrino et al, 2020), there is a compelling need for increased research on remote teaching and coaching interventions for adults with IDD to increase their access to community employment and postsecondary settings. One such application could be remote training delivered in a manner similar to CAC.…”

Section: Introductionmentioning

confidence: 99%

Teaching Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching

et al. 2020

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Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in “small talk” or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive impact on increasing conversational exchanges. As the COVID-19 pandemic increased the need for remote delivery tools, we explored the effectiveness of remote audio coaching (RAC) to teach this skill to college students with IDD. We used a multiple baseline design across participants to examine whether RAC might increase on-topic, small talk conversational exchanges. Results demonstrated that RAC effectively increased small talk skills between participants and a confederate. Upon removal of RAC, all participants still performed above their baselines, with two participants maintaining near mastery levels 2 weeks after the intervention was removed. Limitations and future research are discussed.

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Advances in Telehealth and Behavioral Assessment and Intervention in Education: Introduction to the Special Issue

Rispoli

Machalicek

2020

J Behav Educ

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The purpose of these two volume special issues on the use of telehealth in behavioral assessment and intervention is to share research that advances our understanding of the utility of telehealth in behavioral education and considerations for use. Eleven articles spanning synthesis, single-case deigns, group experimental designs and case studies illustrate the growth in the application of telehealth to behavioral assessment and intervention across educational settings and providers. These eleven articles highlight the potential benefit of telehealth in providing access to high-quality behavioral assessment and intervention across home, school and center-based contexts.

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Using Remote Delivery to Train Parents in Video Analysis Procedures

Cited by 4 publications

References 23 publications

Experiences of service providers in the expedited delivery of ABA therapy via telehealth during the COVID-19 pandemic: Reflections and considerations for the future.

Experiences of service providers in the expedited delivery of ABA therapy via telehealth during the COVID-19 pandemic: Reflections and considerations for the future.

Teaching Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching

Advances in Telehealth and Behavioral Assessment and Intervention in Education: Introduction to the Special Issue

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