Application of a Telehealth Hybrid Coaching Model to Increase Caregiver Use of Language Facilitation Techniques With Young Children With Expressive Language Delay

Purpose: The purpose of the current study was to explore the use of a hybrid telehealth approach following a Teach-Model-Coach-Review intervention format as a means to increase caregivers' ability to use language facilitation techniques with their children diagnosed with expressive language delay (ELD) in need of early intervention (EI) services. Method: A modified, single-subject, multiple-baseline design across participants study was completed with five dyads of children with ELD and a primary caregiver. The intervention included teaching a series of three target language facilitation techniques (modeling, matched turns, communication temptations) to caregivers via a telehealth session, modeling the skills in a clinic environment, using telehealth to then coach caregivers in their home, and reviewing the skill again in the clinic environment. Data collected included the frequency of skills demonstrated by the caregivers and the number of new words produced by children in probe sessions. Results: Across the five dyads, four of five children demonstrated a statistically significant increase in the number of different words used per probe. In all five dyads, caregivers demonstrated increased use of language facilitation strategies after the intervention. Increases were noted across all language facilitation techniques taught. Conclusions: A hybrid telehealth approach targeting caregiver coaching may serve as a means to provide caregivers with skills to support their children's language development through the use of specific language facilitation techniques. Using this approach likely supported caregivers in their acquisition of skills and may be applied clinically to support children in need of EI services. Supplemental Material: https://doi.org/10.23641/asha.29109719