Exploring engagement in telepractice early intervention for young children with developmental disability and their families: a qualitative systematic review

Abstract

Purpose

This review aimed to (1) describe the nature of engagement in telepractice early intervention (EI) for families of young children with developmental disabilities; and (2) identify major barriers and facilitators for developing and maintaining engagement via telepractice.

Methods

A qualitative systematic review was conducted, searching systematically across six databases (i.e., PUBMED, CINAHL, PsycINFO, Web of Science, EMBASE, and Scopus). The search identified 14 studies which met the inclusion criteria of peer-reviewed studies exploring EI professionals’, families’, managers’, or service’s views of engagement in telepractice EI using qualitative methodologies. The studies were appraised using the Critical Appraisal Skills Programme and data were analysed using thematic synthesis.

Results

The synthesised data were grouped into four main themes reflecting the nuances of engagement in telepractice EI: (1) children and family engagement is facilitated and enhanced during telepractice interaction; (2) engagement may enhance therapy outcomes through telepractice multidisciplinary collaboration and communication; (3) there are challenges to engagement in the telepractice environment; and (4) preparation in telepractice can improve the development of engagement.

Conclusion

This review provides a comprehensive characterisation of engagement and describes a set of conceptual recommendations for establishing and maintaining engagement when using telepractice in EI.

IMPLICATIONS FOR REHABILITATION

• Building and maintaining engagement with families of young children with developmental disability/delay through telepractice is feasible.

• Despite some similarities between in-person and telepractice engagement, there are certain unique features of telepractice engagement that professionals and families may need to consider while providing/receiving early intervention services remotely.

• Preparation and training on how to engage in telepractice is recommended for professionals and families of young children with developmental disability/delay.

• Understanding how professionals and families engage with one another during telepractice interactions may improve targeted child and family intervention outcomes.

Keywords:

• Engagement
• telepractice
• early intervention
• families
• paediatrics

Disclosure statement

The authors declare that they have no known conflicts of interest.

Data availability statement

The data that support the findings of this study are available from scientific journals where these studies had been published. Supplementary material includes the search strategy used and hand-search results.

Additional information

Funding

This research was conducted as part of the first author’s doctoral dissertation, which is funded by a PhD scholarship from the Chilean National Scholarship Program for Graduate Studies – Becas Chile CONICYT. All authors approved the final manuscript as submitted and agreed to be accountable for all aspects of the work.