While the traditional image of therapy often involves face-to-face interactions, telepractice is rapidly emerging as a highly effective method for delivering early intervention services to young children, particularly those facing barriers to in-person care. By using technologies such as videoconferencing, telepractice bridges geographical distances and overcomes other obstacles, ensuring equitable access to vital services for families in need. Supported by a growing body of research, telepractice has gained prominence, especially during the COVID-19 pandemic, which increased awareness and accelerated the adoption of this innovative approach. This evolution has demonstrated the potential of telepractice to transform early childhood intervention, making it a valuable and sustainable option.
Telepractice is an effective approach for early intervention with young children because it promotes a family-centred care model, which is linked to better outcomes. By design, telepractice encourages families to play an active role in their child’s therapy. With the therapist not physically present, caregivers become essential participants, working directly with their child under the therapist’s guidance. This dynamic makes caregivers key agents of intervention, empowering them to support their child’s progress. Research supports this approach, showing that telepractice naturally facilitates caregiver-mediated interventions by positioning them as collaborative partners in the therapeutic process (Martínez-Rico et al., 2023). Not only does this approach empower parents, but it also ensures that intervention strategies are seamlessly integrated into the child’s daily routines. As a result, families often gain a better understanding of how to support their child, sometimes achieving better outcomes than with traditional therapeutic models (Dunst & Trivette, 2009; Epley et al., 2010).
Telepractice sessions that take place in the child’s home offer therapists a unique opportunity to observe the child interacting in their natural communication environment (Retamal Walter, Waite, & Scarinci, 2022). This direct observation of family routines and dynamics allows the therapist to tailor the intervention to the child’s specific needs and preferences. Home sessions allow for a more contextualised approach to intervention, as therapists can use familiar objects and activities to engage the child and promote skill generalisation. This approach contrasts with traditional clinic therapy, where the environment may be less familiar to the child and opportunities to observe natural communication may be limited.
Telepractice significantly improves access to specialised services, particularly for families living in remote or underserved areas. Traditional in-person services often require families to travel long distances, which can be a barrier to regular participation. Telepractice eliminates this obstacle, allowing families to benefit from quality intervention in the comfort of their home. This flexibility also means that sessions can be scheduled at convenient times, accommodating the busy lives of parents and caregivers (Behl et al., 2017).
While telepractice has many advantages, it also comes with certain challenges that researchers and practitioners are actively working to overcome. One issue is the lack of physical interaction, which can make it difficult to build rapport with clients and families, especially with young children. This lack of physical presence can hinder certain therapeutic techniques, such as physical comfort or prompts. To address this, professionals have explored other ways to engage clients remotely. For example, therapists often use objects on behalf of the child, modifying activities to maintain attention and adapting therapeutic resources to the child’s needs. They may use a combination of auditory and visual cues to guide the child through activities, ensuring they remain engaged and motivated. Additionally, using identical objects in the therapist’s and child’s possession allows for simultaneous interaction, which can help bridge the gap created by physical distance. These adaptations ensure that telepractice remains engaging and effective, overcoming initial concerns related to physical distance (Ekberg et al., 2020).
Telepractice offers a promising and effective approach for delivering early intervention services to very young children with communication difficulties. By enhancing family-centred care, increasing accessibility, promoting effective engagement, providing tailored interventions, and empowering parents, telepractice addresses many challenges associated with traditional in-person services. As research continues to support its effectiveness, telepractice is establishing itself as a valuable tool in the field of early intervention strategies.
References
Behl, D. D., Blaiser, K., Cook, G., Barrett, T., Callow-Heusser, C., Brooks, B. M., Dawson, P., Quigley, S., & White, K. R. (2017). A multisite study evaluating the benefits of early intervention via telepractice. Infants & Young Children, 30(2), 147-161. https://doi.org/10.1097/IYC.0000000000000090
Dunst, C., & Trivette, C. (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12(2), 119-143. https://doi.org/10.1080/10522150802713322
Ekberg, S., Houen, S., Fisher, B., Theobald, M., & Danby, S. (2024). Engaging young children in speech and language therapy via videoconferencing. In C. M. Hayre, D. Muller, & M. Scherer (Eds.), Everyday Technologies in Healthcare. Taylor & Francis.
Martínez-Rico, G., García-Grau, P., Cañadas, M., & Gonzalez-García, R. J. (2023). Social validity of telepractice in early intervention: Effectiveness of family-centered practices. Family Relations, 72(5), 2535–2550. https://doi.org/10.1111/fare.12834
Retamal-Walter, F. A., Waite, M., & Scarinci, N. (2022). Exploring engagement in telepractice early intervention for young children with communication difficulties and their families: A qualitative systematic review. Disability and Rehabilitation: Assistive Technology, 17(4), 267-280.