Effects of a parent training using telehealth:  Equity and access to early intervention for rural families

Deborah Rooks-Ellis; Sarah K.  Howorth; Megan Kunze; Susane Boulette; Ella Sulinski

doi:10.37291/2717638X.20201242

Authors

Deborah Rooks-Ellis University of Maine 0000-0002-4317-1593
Sarah K. Howorth University of Maine 0000-0002-4292-301X
Megan Kunze University of Oregon 0000-0002-4449-2719
Susane Boulette Maine Child Development Services 0000-0003-4566-7995
Ella Sulinski University of Maine 0000-0002-1830-5609

DOI:

https://doi.org/10.37291/2717638X.20201242

Keywords:

Early intervention, Autism, Parent training, Telehealth, Rural, Family-practices

Abstract

Children living in geographically rural areas may have limited access to early, intensive evidence-based interventions suggesting children residing in these areas are less likely to experience positive outcomes than their urban-dwelling peers. Telehealth offers an option to rural families seeking early intervention by using communication technologies where providers are able to consult and deliver services in real-time over geographical distances. To our knowledge, no other study has examined the implementation of P-ESDM in rural natural environments within the framework of the state’s early intervention program. Using a multiple baseline design across participants, the current study investigated the effects of the parent-Early Start Denver Model implemented within a rural northeastern state’s existing IDEA Part C early intervention program. Parents demonstrated increased fidelity to intervention strategies and reported satisfaction with the program’s ease of implementation and observed child gains. Statistically significant pre-to post- change in children’s ASD symptomatology were reported for the domains of communication, social reciprocity and repetitive and restricted behaviors. Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.

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