What are our goals?

Teleintervention Module
What is Teleintervention?

In a study conducted by NCHAM and other learning community members (January

2014), around 99% of respondents reported that they had not received any
individualized TI formal training and roughly one-third of TI providers were self taught.

To address the need for professionals who are familiar with the TI service
delivery model, The HATCH Lab at Idaho State University (Meridian)
developed a module for graduate students in the speech-language pathology
masters program. The module was designed familiarize students with
technology, privacy and security, family involvement, parent coaching and
routines-based intervention.

Why teleintervention?
Teleintervention (TI) is the use of electronic technologies, such as
videoconferencing, to support long-distance clinical health care and
patient and professional health-related education. It is used to provide
services such as speech/language therapies and early intervention
services, particularly to families who live far from specialists.

Studies by Blaiser et al. (2013) and Behl, Blaiser, et al. (in review) have
shown that TI is a cost effective model that yields child outcomes as good as
or better than in-person home visits. Teleintervention sessions (versus inperson home visits) resulted in higher scores for provider responsiveness
and parent engagement as measured by the Home Visitor Observation
Rating Scale (Roggman et al., 2014). Teleintervention is an effective service
delivery model that supports the mission of Part C and recommended best
practices for early intervention.

Parent engagement is essential to ensuring that the skills modeled during therapy
generalize to the families daily routines. Operative coaching best occurs when the
directions are given in a clear and meaningful manner. To simulate this experience,
the TI course offers virtual coaching. The drawings on the left represent the result of
vague directions and coaching practices. In contrast, the drawings on the right are
the product of detailed directions given at a measured pace with visual cues.

Future research
Possible studies conducted may include examining the effects
of student training on confidence of TI providers.

The HATCH Lab

Megan Shannahan, Becky Alder, Annie Greenwood, Teresa Johnson, Catherine Olaso, Kristina Blaiser, PhD., CCC- SLP