Technology-Mediated Consultation to Assist Rural Students: A Case Study

Rule, Sarah; Salzberg, Charles L.; Higbee, Thomas S.; Menlove, Ronda; Smith, Jared

doi:10.1177/875687050602500202

Cited by 25 publications

(13 citation statements)

References 8 publications

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“…Professionals are also using telehealth technology to train service providers to implement procedures to assess and treat children with ASD. For example, telehealth is being used to guide teachers through the implementation of functional analysis procedures (Barretto, Wacker, Harding, Lee, & Berg, 2006;Machaliecek et al, 2009a;Machaliecek et al, 2013); train teachers and therapists to implement behavioral interventions such as functional communication training (Gibson, Pennington, Stenhoff, & Hopper, 2010) and the ESDM (Vismara, Young, Stahmer, Griffith, & Rogers, 2009); teach teachers to conduct preference assessments in special education classrooms (Machaliecek et al, 2009b); and assist teachers in the development and implementation of individualized education plans (Rule, Salzberg, Higbee, Menlove, & Smith, 2006).…”

Section: The Use Of Telehealth Technologymentioning

confidence: 99%

Evaluation of a telehealth parent training program in teaching self‐care skills to children with autism

Boutain

Sheldon

Sherman

2020

J of App Behav Analysis

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Although a fundamental component of effective behavioral intervention programs for children with autism spectrum disorder is parent involvement, parents are often unable to receive adequate parent training from qualified specialists (e.g., BCBAs) due to obstacles such as cost and geographic location. One way to address this issue is to utilize telehealth technology to remotely teach parents of children with autism to be effective behavioral teachers for their children. The present study used iPad minis, FaceTime videoconferencing technology, and wireless Bluetooth ear buds to remotely deliver a parent training program to three parents of children with autism in the family home. Using a behavioral skills training-based program, parents were taught to conduct preference assessments and implement a graduated guidance teaching program to teach their children several important self-care skills (washing face, washing hands, and applying lotion). Results indicated that all three parents were able to accurately conduct preference assessments with their children after only receiving detailed written instructions. Parents, however, did not correctly implement graduated guidance after only receiving detailed written instructions. After parents received our parent training package that included instructions, modeling, role-play, and feedback procedures delivered via FaceTime, all three parents were able to correctly implement graduated guidance teaching procedures with near-perfect levels of procedural fidelity. After parents learned to use graduated guidance to teach the first self-care skill, all three parents were able to correctly implement graduated guidance teaching procedures to teach their children other self-care skills after only receiving detailed written instructions that explained how to do so for each skill. Furthermore, parentimplemented graduated guidance was effective in increasing independent completion of self-care skills for all three child participants. There are a number of people that I would like to acknowledge for helping me to complete this project and earn my degree. First and foremost, I would like to thank my amazing advisors James Sherman and Jan Sheldon for their endless support, encouragement, thoughtfulness, patience, advice, and "coaching". Thank you for always pushing me to be the best researcher, teacher, clinician, and colleague that I can be. You have been the best advisors, mentors, teachers, and "surrogate Kansas family" I could have asked for. I would also like to thank the other members of my dissertation committee including Dr.

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Section: The Use Of Telehealth Technologymentioning

confidence: 99%

Evaluation of a telehealth parent training program in teaching self‐care skills to children with autism

Boutain

Sheldon

Sherman

2020

J of App Behav Analysis

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“…Technology can aid in documenting the behavior of a child with autism and make that documentation accessible to specialists nationally and internationally to shorten diagnosis turnaround and improve diagnostic accuracy (Reischl & Oberleitner, 2009). The use of technology can be cost-effective and one way to bridge the gap between services and the rural availability of services (Ludlow et al, 2007;Reischl & Oberleitner, 2009;Rule, Salzberg, Higbee, Menlove, & Smith, 2006;Smith & Meyen, 2003). Related service fields have utilized technology as an alternate method of providing parents with training and information (Mandel, Bigelow, & Lutzker, 1998;Nefdt et al, 2010;Pacifici, Delaney, White, Nelson, & Cummings, 2006;Sanders, Calam, Durand, Liversidge, & Carmont, 2008;Sharry, Guerin, Griffin, & Drumm, 2005).…”

Section: Alternative Training Services In Related Fieldsmentioning

confidence: 99%

Expanding Training Opportunities for Parents of Children with Autism

Suppo

Mayton

2014

Rural Special Education Quarterly

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The purpose of this study was to demonstrate that parents who have children diagnosed with autism can obtain and apply knowledge of a research-based support for their children by utilizing a prescribed, self-directed, online program, giving families another possible method of obtaining training to help meet the discrepancy that exists between need and service. The design was a quasi-experimental, non-equivalent control group, pretest-posttest design that was used to test knowledge obtained from treatment. Additionally, the researcher examined parents' application of knowledge and perceptions regarding the treatment. The results demonstrate that parents who receive training using this method can obtain and apply knowledge of a researchbased support. Furthermore, participant feedback indicates parental support for this method of obtaining knowledge. The results suggest that using a self-directed, online program may serve to give families another possible method of obtaining informational training. Using this method of parental instruction may help fill a portion of the gap between the need for services and the lack of availability of services. Interventions based on the study could give parents the ability to act as their children's direct service provider to fulfill a part their intervention needs, especially when a family is facing a discrepancy between need and service. iii ACKNOWLEDGEMENTS I would like thank the individual members of my committee who helped me come to the completion of my degree and to the beginning of a new career path. First, I want to give a special thank you to Dr. Mayton, my committee chair, for putting up with my "craziness" and steering me through this entire process. I want to thank Dr. Ludlow for accepting me into the program and believing in me. I want to thank Dr. Galyon-Keramidas who told me I could do this even when I believed I could not. I want to thank Dr. Hursh for his valuable input during my committee meetings. I also want to give thanks to Dr. Mitchem. She became my mentor during my Master's degree, encouraged me to obtain my doctorate, and has continued to guide into this new adventure. To my husband of 18 years, Del Suppo, Jr., words cannot express my gratitude for all of the support you have provided me throughout our lives together, and yes, I am finally done with school! Thank you for being the husband and father you are. To my two beautiful daughters, Lauren "Angel Baby" and Rebecca "Becca Boo," thank you for being the wonderful, inspirational kids that you are. Lauren, your kindness to others and determination to be the best in all that you do inspires mom every day. Becca, you changed our family's life and made us stronger, all while you continue to amaze all of us every day. I could not ask for two better daughters and thank God everyday for blessing me with my beautiful family. To my mom, Judy Mattozzi, my first mentor: you have continued to support me, mentor me, and above all else, love me. You showed me how to be both a mom and a teacher. To my brother, Jon Matt...

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“…In autism research, telehealth interventions have been shown to be both feasible and potentially efficacious across a variety of practice encounters, including early intervention (Rule et al, 2006), parent training (Kobak et al, 2011), parent coaching (Vismara et al, 2009), provider preparation (Brookman-Frazee et al, 2012; Gibson et al, 2010; Machalicek et al, 2010; Vismara et al, 2009), diagnostic assessment (Savin et al, 2006), and functional behavior assessment (Barretto et al, 2006; Machalicek et al, 2009). See Boisvert et al (2010) for review.…”

Section: Introductionmentioning

confidence: 99%

Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study

Hepburn

Blakeley‐Smith

Wolff

et al. 2015

Autism

100

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Youth with autism spectrum disorders frequently experience significant symptoms of anxiety. Empirically supported psychosocial interventions exist, yet access is limited, especially for families in rural areas. Telehealth (i.e. videoconferencing) has potential to reduce barriers to access to care; however, little is known about the feasibility or efficacy of directly intervening with youth with autism spectrum disorders through this modality. This study details the pilot testing of a telehealth version of an empirically supported intervention targeting anxiety in youth with autism spectrum disorders. The primary focus of this study is on feasibility, with evaluation of outcomes as a starting point for future randomized trials. In all, 33 families of youth with autism spectrum disorders and significant anxiety symptoms participated in this study (Telehealth Facing Your Fears (FYF) Intervention: n = 17; Wait-list control: n = 16). Youth of all functioning levels were included. Acceptability was strong; however, the usability of the technology was problematic for some families and impeded some sessions significantly. Fidelity of the telehealth version to the critical elements of the original, in vivo version was excellent. More work is needed to improve delivery of exposure practices and parent coaching. Preliminary efficacy analyses are promising, with improvements observed in youth anxiety over time (relative to a comparison group waiting for live intervention) and parent sense of competence (within group). Clearly, stronger designs are necessary to evaluate efficacy sufficiently; however, this study does provide support for further investigation of clinic-to-home videoconferencing as a direct intervention tool for youth with autism spectrum disorders and their parents.

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Technology-Mediated Consultation to Assist Rural Students: A Case Study

Cited by 25 publications

References 8 publications

Evaluation of a telehealth parent training program in teaching self‐care skills to children with autism

Evaluation of a telehealth parent training program in teaching self‐care skills to children with autism

Expanding Training Opportunities for Parents of Children with Autism

Telehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study

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