A skillset and a stance: Program planning for cultural competence and cultural humility in home visitation

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.

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

Douglas

Dunkel-Jackson

Bagawan

et al. 2022

Perspect ASHA SIGs

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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Foundation Principles

Moeller,

Gale,

Szarkowski

et al. 2024

Journal of Deaf Studies and Deaf Education

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This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for children who are DHH and their families. This article describes the Foundation Principles (Principles 1 and Principle 2). The Foundation Principles emphasize the essential elements of ensuring that families with children who are DHH can access early intervention (EI) and other appropriate supports, as well as highlight the need for provision of EI that is family-centered. Implementation of these FCEI-DHH Principles is intended to improve the lives and the outcomes of children who are DHH and their families around the globe.

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A skillset and a stance: Program planning for cultural competence and cultural humility in home visitation

Cited by 2 publications

References 23 publications

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

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

Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Foundation Principles

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