Coaching Caregivers of Young Children With Autism via Telepractice to Collect Assessment Data and Implement Interventions

Abstract

Purpose: The purpose of this review article was to (a) scope the literature related to coaching caregivers of children with autism to provide an overview of current practices for assessment and intervention conducted via telepractice in collaboration with caregivers and (b) examine commonly reported challenges related to telepractice and potential solutions. Method: We conducted a search of relevant literature and identified seven articles that are related to the topic of caregiver involvement in remote assessments and interventions for children with autism. Results: Seven studies that include 10 caregiver-implemented interventions were identified. Researchers have used telepractice to conduct both assessments and interventions, and they generally reported having successful interactions with caregivers using different telepractice platforms. The most common telepractice modality was conducting live videoconferencing to provide services. These articles also contained rich information related to the commonly reported barriers and needs of caregivers to conduct telepractice, such as challenges in using telepractice technology and providing adequate training to caregivers. The studies also address different strategies researchers and professionals may utilize to alleviate these practical challenges to provide more streamlined telepractice services. Conclusions: Although there are challenges related to conducting assessments and interventions via telepractice, it was suggested that telepractice can be a supplement in delivering evidence-based interventions. As there are implications for future research and practice, we call for more research and practice to examine how professionals may optimize service delivery to caregivers.

Parent-Implemented Interventions via Telepractice in Autism Research: A Review of Social Validity Assessments

“…Although there are advantages to using telepractice to support caregivers to learn new skills and strategies and implement them in the natural environment with their children with autism (e.g., flexibility in scheduling, working in the home environment), there are also barriers and challenges to using it. Most reported challenges are related to (a) technology (e.g., connection issues, quality of video) and (b) logistics (e.g., access to knowledge and equipment, limited interaction with between service providers and children) [35]. These challenges need to be addressed when conducting parent-implemented intervention via telepractice.…”