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ABSTRACT INFORMATION
Title: 'Providers' Use of Coaching Behaviors in Telepractice'
Track: 1 - EHDI Program Enhancement
Keyword(s): telepractice; family-centered early intervention
Learning Objectives:
  1. Attendees will be able to define specific provider behaviors that are representative of a family-centered early intervention coaching model.
  2. Attendees will be able to compare and contrast the delivery of FCEI in the traditional face-to-face condition and the telepractice condition.
  3. Attendees will have additional information to support current use of telepractice and/or to justify benefit when engaging in the use of telepractice.

Abstract:

The Individuals with Disabilities Education Act (IDEA) assures infants and toddlers with disabilities, and their family members, receive family-centered early intervention (FCEI). There is an extant body of evidence documenting the use, or lack of use, of FCEI provider behaviors when therapy is delivered in the traditional face-to-face (F2F) condition. This disparity – between best practice and actual practice - was investigated in a recent research study. I investigated the use of a different service delivery platform – telepractice – to deliver FCEI to infants and toddlers who are deaf or hard of hearing (DHH). Telepractice utilizes telecommunication technologies to deliver health-related services and information to support patient care and is provided from a distance to a client. In this exploratory study, I investigated the potential of telepractice to enhance providers’ use of participatory-based FCEI behaviors. The results of the study review how often selected FCEI provider behaviors occur in the telepractice condition in contrast to the frequency of each behavior as it occurs in the F2F condition reported in the literature. I also investigated the relationship between characteristics of providers (i.e., training discipline, experience with telepractice) and the providers’ use of FCEI behaviors. The findings from this study will be discussed in the context of improved implementation of FCEI. If providers use more FCEI behaviors in telepractice, there may be benefits to our families and their children who are DHH; family members who are more engaged in the intervention may influence the outcomes for their children. In addition, providers could benefit from training in the use of both telepractice and integral coaching behaviors. There also may be implications for changes to our systems of care; the use of telepractice is expanding, but it is expanding without regulatory support or secure access to commonly-used funding streams.
Presentation: Monday_Stopher_1135_ArleneStredler-Brown_1558.pdf

Monday_Stopher_1135_ArleneStredlerBrown_1558.pdf

Handouts: Handout is not Available
CART: Topical Session 1- 1558.docx
PRESENTER(S) / AUTHOR(S) INFORMATION
Arlene Stredler-Brown - Primary Presenter
University of Colorado
     Credentials: Ph.D.; CCC-SLP
     Other Affiliations: University of British Columbia; Salus University
      Arlene Stredler-Brown, PhD, CCC-SLP provides consultation and technical assistance to programs working with infants, toddlers, and young children who are deaf or hard of hearing in the United States and internationally. She has graduate degrees in Speech/Language Pathology, Education of the Deaf/Hard of Hearing, and a doctoral degree in Special Education. Current research focuses on telepractice; she is the co-investigator for a Phase II Clinical Trial funded by the National Institutes of Health to study services delivered to young children who are deaf via telepractice. Since retiring from her position as Director of the Colorado Home Intervention Program (CHIP), Dr. Stredler-Brown continues to work with initiatives promoting evidence-based early intervention practices, the measurement of effective intervention and education options, and the use of individualized assessments and treatments. She publishes regularly on these topics. Dr. Stredler-Brown works as an adjunct professor at the University of British Columbia.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.