Assessing the Social Validity of a Telepractice Training and Coaching Intervention

Chung, Moon Yong; Meadan, Hedda; Snodgrass, Melinda R.; Hacker, Rebecca E.; Sands, Michelle M.; Adams, Nicole B.; Johnston, Susan S.

doi:10.1007/s10864-020-09372-8

Cited by 14 publications

(15 citation statements)

References 48 publications

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“…A combination of surveys and interview questions was used to examine the intervention's social validity. This combined approach has been previously recommended to thoroughly assess social validity for caregiver-implemented telepractice interventions (Chung et al, 2020).…”

Section: Social Validitymentioning

confidence: 99%

Photographs and Parent Training to Support Conversations about Past Events between Caregivers and Children with Autism

Bhana

Raulston

Ousley

et al. 2023

Adv Neurodev Disord

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Objectives Children with autism spectrum disorder experience communication difficulties that can make it challenging to engage in conversations. Their caregivers also often struggle with finding ways to support the child’s communication. Parent-implemented interventions and visual supports are evidence-based practices to support the communication skills of children with autism. Method A multi-method design (single-case multiple probe and qualitative) was used to evaluate the effects of family photographs, training, and telecoaching on parental implementation of communication strategies. Three parents and their children with and at risk for autism participated. Results Results indicate that the use of photographs increased the communication strategies used by all parents. Telecoaching further increased the overall strategy use for two parents. Interviews with the parents indicate spontaneous generalization and maintenance of strategy use. Conclusion Family photos and naturalistic developmental behavior intervention approaches have the potential to improve communication about past events between parents and children with and at risk for ASD.

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Section: Social Validitymentioning

confidence: 99%

Photographs and Parent Training to Support Conversations about Past Events between Caregivers and Children with Autism

Bhana

Raulston

Ousley

et al. 2023

Adv Neurodev Disord

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“…Overall, evidence-based practices have been made more accessible to parents and schools because of telehealth (Chung et al . 2020 ). Moreover, as discussed by Unholz‐Bowden et al ( 2020 ), research shows that parents receiving telehealth services provide high ratings of treatment acceptability.…”

Section: A Look At Recent Telehealth Practices For Children With Neur...mentioning

confidence: 99%

Looking at Europe’s recent behavioral telehealth practices for children and families impacted by neurodevelopmental disabilities

Kingsdorf

Pančocha

2021

International Journal of Developmental Disabilities

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There is a widespread lack of behavioral professionals available to support children and families affected by neurodevelopmental disabilities. As a result of limited availability, services that can be provided from a distance have developed. Telehealth is a modality that can increase access to services, lessen financial constraints, and support assessments of generalization. Using either synchronous or asynchronous components it can foster evaluation and coaching. Guidelines for usage have surfaced in North America and been integrated into the continent’s existing model of behavioral care. However, in Europe where all modalities of behavioral services are fighting to receive funding, frameworks are scarce. Understanding more about telehealth in behavioral care, its various applications throughout Europe, and the local context into which it can be applicable may promote system growth. To support this cause, a scoping review of recent behavioral telehealth practices for children and families impacted by neurodevelopmental disabilities in Europe was undertaken; looking specifically to assess types of studies, their targets and outcomes, telehealth modality components, barriers, and directions for future work. Although few studies surfaced, valuable conclusions can be drawn about the model’s empirical validation, creating a groundwork for sustainability, and the need for developing policy and standardized application.

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“…Researchers also explored caregivers' and EIs' perceptions of caregiver coaching, which revealed benefits and barriers associated with this practice. Both EIs and caregivers believe caregiver competence and confidence were strengthened as a result of being coached (Chung et al, 2020;Douglas et al, 2020;Meadan et al, 2018Meadan et al, , 2020Salisbury et al, 2018;Stewart & Applequist, 2019). EIs also reported that implementing caregiver coaching with one family encouraged them to use it with others (Chung et al, 2020;Meadan et al, 2020).…”

mentioning

confidence: 99%

“…Both EIs and caregivers believe caregiver competence and confidence were strengthened as a result of being coached (Chung et al, 2020;Douglas et al, 2020;Meadan et al, 2018Meadan et al, , 2020Salisbury et al, 2018;Stewart & Applequist, 2019). EIs also reported that implementing caregiver coaching with one family encouraged them to use it with others (Chung et al, 2020;Meadan et al, 2020). Finally, EIs noted that children benefit from coaching, including progress toward outcomes, more intervention from their caregiver, and increased access to services (Chung et al, 2020;Douglas et al, 2020;Meadan et al, 2018;Stewart & Applequist, 2019).…”

mentioning

confidence: 99%

“…EIs also reported that implementing caregiver coaching with one family encouraged them to use it with others (Chung et al, 2020; Meadan et al, 2020). Finally, EIs noted that children benefit from coaching, including progress toward outcomes, more intervention from their caregiver, and increased access to services (Chung et al, 2020; Douglas et al, 2020; Meadan et al, 2018; Stewart & Applequist, 2019).…”

mentioning

confidence: 99%

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Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study

Williams,

Ostrosky

2023

Topics in Early Childhood Special Education

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Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs’ perceived use of caregiver coaching changed after Illinois’ COVID-19 stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching impacted families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs’ use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children’s intervention.

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Assessing the Social Validity of a Telepractice Training and Coaching Intervention

Cited by 14 publications

References 48 publications

Photographs and Parent Training to Support Conversations about Past Events between Caregivers and Children with Autism

Photographs and Parent Training to Support Conversations about Past Events between Caregivers and Children with Autism

Looking at Europe’s recent behavioral telehealth practices for children and families impacted by neurodevelopmental disabilities

Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study

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