{"title":"Trends of Utilizing Telepractice in Adult Training and Coaching for Children with Autism: A Umbrella Review","authors":"Moon Y. Chung, James D. Lee, Casey K. Kim","doi":"10.1007/s40489-024-00475-w","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Purpose</h3><p>We explored the trends of telepractice interventions study that focused on supporting adults who ultimately support children with developmental disabilities.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>We reviewed telepractice single-case intervention studies published in peer-reviewed journals in the past 10 years. We specifically focused on components of training and coaching adults who support children with developmental disabilities. We first reviewed the general characteristics of each experimental study, including the design rigor. Then we looked deeply into the format and structure of training and coaching and the characteristics of those approaches based on the adult learning theory (Trivette et al., <i>Research Brief</i><i>, </i><i>3</i>(1), 1–33, 2009). Finally, we synthesized the reviewed information to explore the trends of supporting adults through telepractice.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>The results of this review aligned with the common understanding of training and coaching characteristics: instruction, practice, and feedback. However, the literature shows limited recommended components in both training and coaching.</p><h3 data-test=\"abstract-sub-heading\">Conclusion</h3><p>The current review enhanced the telepractice literature for supporting adult learners with the gap that can be explored by future research. We believe the review also helps build a telepractice program structure for professionals planning to support adults who currently or will eventually work with children with developmental disabilities.</p>","PeriodicalId":46647,"journal":{"name":"Review Journal of Autism and Developmental Disorders","volume":null,"pages":null},"PeriodicalIF":2.9000,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review Journal of Autism and Developmental Disorders","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s40489-024-00475-w","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
We explored the trends of telepractice interventions study that focused on supporting adults who ultimately support children with developmental disabilities.
Methods
We reviewed telepractice single-case intervention studies published in peer-reviewed journals in the past 10 years. We specifically focused on components of training and coaching adults who support children with developmental disabilities. We first reviewed the general characteristics of each experimental study, including the design rigor. Then we looked deeply into the format and structure of training and coaching and the characteristics of those approaches based on the adult learning theory (Trivette et al., Research Brief, 3(1), 1–33, 2009). Finally, we synthesized the reviewed information to explore the trends of supporting adults through telepractice.
Results
The results of this review aligned with the common understanding of training and coaching characteristics: instruction, practice, and feedback. However, the literature shows limited recommended components in both training and coaching.
Conclusion
The current review enhanced the telepractice literature for supporting adult learners with the gap that can be explored by future research. We believe the review also helps build a telepractice program structure for professionals planning to support adults who currently or will eventually work with children with developmental disabilities.
期刊介绍:
The Review Journal of Autism and Developmental Disorders publishes original articles that provide critical reviews of topics across the broad interdisciplinary research fields of autism spectrum disorders. Topics range from basic to applied and include but are not limited to genetics, neuroscience, diagnosis, applied behavior analysis, psychopharmacology, incidence, prevalence, etiology, differential diagnosis, treatment, measurement of treatment effects, education, perception and cognition. Topics across the life span are appropriate. In addition, given the high rates of comorbid conditions, the interface of sleep disorders, feeding problems, motor difficulties, ADHD, anxiety, depression and other disorders with autism spectrum disorders are appropriate. The Journal aims for an international audience as reflected in the editorial board.