Social validity of telepractice in families with children with autism.

This research evaluates the social validity (SV) of Telepractice as an intervention modality in families with children with ASD. The study analyzed the SV perceived by families according to the characteristics of the intervention and service delivery. A total of 168 Spanish families with a child with ASD or developmental delay at risk for ASD receiving support services from 45 centers in 44 cities around Spain. Structural equation modeling was used to study the impact of service characteristics on families' perception of SV of telepractice in terms of effectiveness, feasibility, usefulness, caregiver confidence and competence, and future intentions. Results showed that families with children with ASD had an overall positive social validity of telepractice. Videoconference combined with phone calls and email was the modality with higher social validity scores, and the perceived technology skills was directly related to SV scores. Families receiving multiple telepractice sessions per week during longer periods of time tend to show a more passive role and lower perceptions of social validity. Implications for practice are presented, such as weekly videoconferencing sessions with an active family role in order to allow specialists observe the family's interactions with the child, monitor progress, and build caregiver capacity. • Results showed overall positive social validity scores of telepractice in early intervention. • Time in early intervention and technology skills were relevant factors for social validity ratings of telepractice. • Families with little or no experience with in-person services tend to have a greater acceptance of telepractice • An active family role during sessions is crucial for social validity of telepractice. • Multiple weekly sessions with different professionals are associated with lower social validity scores. [ABSTRACT FROM AUTHOR]

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