Improving Outcomes for Children with Autism: Telehealth Applications for Supervision and Coaching of Early Intervention Professionals

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About the presentation:

Behavior analysts and other early intervention providers are challenged to provide ongoing training, and coaching with performance feedback to supervises as part of ongoing case supervision related to autism service delivery. These challenges, which include high caseloads, personnel shortages, travel time, funding issues, and procedural issues, are shared by healthcare providers who have aimed to mitigate these difficulties through the use of asynchronous and synchronous telehealth modalities. Increasingly, researchers and providers in education, behavior analysis, and related fields are using telehealth to directly deliver assessment and intervention to clients and to provide training and coaching with performance feedback to caregivers and supervisees at a distance. This presentation reviews available research and guidance on the use of telehealth models, provides examples of how to effectively use telehealth in practice, and provides guidance to practitioners on the ethical and effective use of telehealth modalities such as synchronous videoconferencing to provide training and supervision at a distance.

Learning Objectives:
1. Review existing research and guidance on the use of telehealth in early intervention and applied behavior analysis
2. Explore the core characteristics of effective telehealth supervision sessions
3. Be able to describe ethical and logistical issues related to use of telehealth

About the presenter:

Wendy Machalicek, Ph.D., BCBA-D, LBA is an Associate Professor in the Department of Special Education and Clinical Sciences, Director of the HEDCO Autism Research and Training Center, and Interim Director of the HEDCO Clinic at the University of Oregon. Her research focuses on assessment and intervention for children with autism and related disorders who engage in challenging behavior with an emphasis on interventions to support acquisition, generalization, and adherence to evidence-based interventions by parents and teachers in natural settings. She has published more than 70 articles and 11 book chapters. She is the Co-Principal Investigator on an IES funded Methods grant which trains early career faculty in advanced single-case research design and analysis. She is also the PI of an OSEP leadership grant to train
Ph.D. scholars in autism, applied behavior analysis, and cultural adaptation, and the PI of an OSEP personnel preparation grant to train special educators to work with K-12 students with significant intellectual disability and autism. She serves as Editor-in-Chief of Developmental Neurorehabilitation and is on the editorial boards of Remedial and Special Education and the Journal of Developmental and Physical Disabilities.