Experience of an interactive, autism-specific online professional development training and support programme delivered to regional and remote areas

ABSTRACT

Training and support will be vital in developing and maintaining a skilled disability workforce in the roll-out of individualised disability funding across Australia. Technology has the potential to deliver training and support that is more accessible and cost-efficient in geographically isolated regions. The current qualitative study explored participants’ experience of an autism-specific webinar and individual online support programme delivered to a range of early childhood staff in regional and remote areas. Researchers used purposive sampling to select and interview 11 participants enrolled in the training and support programme. Rigour and trustworthiness of the data were enhanced using member checking and a data analysis check on 20% of the transcripts. Several categories of responses were identified under three broad themes; impact of the training programme, interaction with technology, and barriers to access. Findings indicated that the programme had a positive impact on access to autism-specific learning and support. The interactive nature of webinars and individual online consultations (synchronous learning) was highly valued; however, barriers including extensive travel and busy caseloads resulted in participants relying on recorded webinars (asynchronous learning). Findings from the current study will inform the development of future training programme at an individual, organisational and policy level.

KEYWORDS:

• Autism
• training
• online
• rural and remote
• professional development

Acknowledgments

The authors would like to thank Dr Monique Hines for conducting the interviews in the current study.

Disclosure statement

The authors declare that they have no conflict of interest and do not have any financial interest or benefit from the direct applications of this research.

Additional information

Funding

This work was supported by the Department of Family and Community Services, New South Wales, Australia under Grant 1-62134537;Family and Community Services [1-62134537].

Notes on contributors

Genevieve Johnsson

Genevieve Johnsson joined Autism Spectrum Australia (Aspect) 11 years ago as a psychologist and has worked across home, centre and school-based programme providing support to individuals on the autism spectrum and their families. Genevieve is currently employed in the role of Practice Leader (Innovation) and has overseen the development and delivery of Aspect’s tele-practice programme. This includes webinar training and online consultation programs for service providers, as well as tele-therapy for families in rural and remote areas. Genevieve completed her PhD at the University of Sydney investigating models of technology-based training and support for rural and remote professionals. Genevieve is passionate about bringing services to underserved areas, and is continuing her research with the University of Sydney Centre for Disability Research and Policy focusing on the delivery of Positive Behaviour Support via tele-practice

Michelle Lincoln

Michelle Lincoln writes and researches in the areas of allied health service delivery and workforce particularly in rural, remote and Indigenous communities. Her research has been funded by the National Health and Medical Research Council, the Australian Research Council and the NSW Government. She has published more than 130 peer-reviewed journal papers as well as books and book chapters. Most recently her work as the leader of the ‘Wobbly Hub’ research team has developed evidence for innovative allied health service delivery models in rural areas as well as strategies for retaining allied health professionals. This work is informing the rollout of the National Disability Insurance Scheme in rural areas. Michelle has won university and national teaching awards for her educational expertise in Speech Pathology. She is a Fellow of Speech Pathology Australia and a Principle Fellow of the Higher Education Academy.

Anita Bundy

Anita Bundy is known internationally for her work in occupational therapy assessment and intervention. She has published widely in these areas and given invited lectures and courses on five continents. She is best known for developing theory and research in play with children who have disabilities and in sensory integration. She has a strong interest in the everyday lives of children with disabilities. Dr. Bundy has published in the American Journal of Occupational Therapy, Australian Journal of Occupational Therapy, Journal of Autism and Developmental Disorders, Physical and Occupational Therapy in Pediatrics, British Journal of Occupational Therapy and Journal of Intellectual and Developmental Disability. She is co-editor of Kids Can Be Kids: A Childhood Occupations Approach and Sensory Integration: Theory and Practice. In addition, together with PhD students who are experienced in driver rehabilitation, she co-developed the DriveSafe DriveAware application, an assessment tool for screening older drivers and drivers with cognitive limitations for their fitness to drive. Dr. Bundy has been acknowledged through numerous teaching and scholar awards, including admission to the American Occupational Therapy Foundation, Academy of Research and the American Occupational Therapy Association’s Roster of Fellows.

Kim Bulkeley

Kim Bulkeley is an occupational therapist with over 25 years’ experience in the community disability sector in front line, management, policy and research roles. Kim has a part-time appointment with the Poche Centre to work with remote communities in north-western NSW to develop and evaluate allied health service delivery for Aboriginal children and their families. The move into this role builds on Kim’s work with the Wobbly Hub project over the past 3 years, researching and developing models of allied health to improve access to services for people with a disability in western NSW. Kim has completed her PhD investigating a family-centred intervention for young children with autism and holds an associate lecturer position, teaching part time at the Faculty of Health Sciences, pursuing her commitment to develop and support future generations of occupational therapists.