New England North West and Australia cover such large areas, plus online services for medicine, health, and psychotherapy related services are proven useful and effective. We still look to the literature to gain new insights on ways to use these technologies more effectively.

The following study suggests that distance or “e-coaching” methods are highly effective. We feel that when combined with consistent interventions at home and in the setting where behaviours of concern happen, e-coaching can assist and provides adequate support from a professional specialist.

However, the clinical basis of many assessments and interventions requires at least an initial direct consultation (face to face) whether in the client’s location(s) or in the therapy studio.

Once the therapist has this baseline and when sufficient information is given to the therapist upon which to form a solid assessment, e-coaching i.e. discussions over Skype during an intervention reduce the burden of travel and provide useful support for clients, families, and service providers.

Abstract: “This study examined the effects of e-coaching on the implementation of a functional assessment-based intervention delivered by an early intervention provider in reducing challenging behaviors during home visits. A multiple baseline design across behavior support plan components was used with a provider-child dyad. The e-coaching intervention consisted of weekly training and support delivered via video conferencing software. Results demonstrated a functional relation between e-coaching and early intervention provider implementation of targeted behavior support plan strategies. Furthermore, the child’s challenging behaviors decreased over the course of the study.”

Title: Using e-Coaching to Support an Early Intervention Provider’s Implementation of a Functional Assessment-Based Intervention

Authors: Fettig, Angel PhD; Barton, Erin E. PhD; Carter, Alice S. PhD; Eisenhower, Abbey S. PhD

Source: Infants & Young Children: April/June 2016 – Volume 29 – Issue 2 – p 130–147

(Accessed 10-1-2017)

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