Distance Video-Teleconferencing in Early Intervention

Abstract

Maternal verbal responsiveness in naturally occurring interactions is known to facilitate language development for children with neurodevelopmental disorders. The present study used a series of A-B replications to examine proximal effects of a naturalistic language intervention on the use of specific language support strategies by mothers of eight young children with an autism spectrum disorder (ASD). Distal effects on child communication also were examined. The intervention consisted of four monthly parent education lessons, each paired with face-to-face clinician coaching of a play-based parent–child interaction. In addition, 12 distance coaching sessions were implemented via desktop video-teleconferencing (VTC). Parents increased their use of verbal responses that followed into their child’s focus of attention and responded to child communication acts. Parents also increased the frequency with which they prompted child communication. Increases in parent strategy use were observed during both on-site and distance coaching sessions. Implications for future research are discussed.