17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Effectiveness of Family-Based Training via Telehealth Technology
Effectiveness of Family-Based Training via Telehealth Technology
Recent research examining the effectiveness of telehealth (Blaiser, Behl, Callow-Heusser, & White, 2013; Behl, et al., 2017) has shown that early intervention services provided via telehealth yield child outcomes as good or better than face-to-face services. A primary reason for these improved outcomes is the increased parent-engagement when sessions are provided over distance technology. An essential aspect of successfully engaging families is effective parent coaching. While many early intervention providers understand the importance of parent coaching, in practice, very few providers actually effectively employ parent-coaching strategies during their sessions (e.g., Wilcox, 2012; Guskey, 2002).
Group-based parent education and coaching programs offer families an opportunity to learn about strategies and techniques as well as gain the support and social connection from other families. Inclusion of telehealth technology can make these opportunities more accessible and convenient for families.
This presentation will describe several models of how telehealth can be incorporated into parent-based education programs, review tools and resources that can be used to increase effectiveness, and share the results of recent telehealth-based family education program.
- Learners will be able to describe models for integrating telehealth technology into family support.
- Learners will be able to identify advantages and disadvantages to offering family education via telehealth technology.
- Learners will be able to summarize outcomes from a recent study looking at family-based training provided via telehealth technology.
Presentation:
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Presenters/Authors
Kristina Blaiser
(), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
a Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include program evaluation and graduate training related to assessment and early intervention practices of children who are Deaf/Hard-of-Hearing. Dr. Blaiser’s recent work has focused on using telehealth to support families in early intervention. Kristina is the Coordinator for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood.
ASHA DISCLOSURE:
Financial -
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter foundation.
Receives Grants for Independent contractor from Oberkotter Foundation.
Receives Grants for Independent contractor from Oberkotter Foundation.
Receives Grants for Independent contractor from Oberkotter Foundation.
Nonfinancial -
Has a Professional
relationship for Board membership.
Has a Professional
relationship for Board membership.
Has a Professional
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.
Has a Professional,Other relationship (Advisory board member)
relationship for Board membership.