Outline of an Early Intervention Teletherapy Session
Prior to Session
1. Schedule the teletherapy session. Consider scheduling the session during the time of the desired routine (i.e. mealtime routine for feeding activities).
2. Send the caregiver a short “lesson plan” and list of items/toys required for the session activities so the caregiver can be prepared.
3. Prepare your materials and resources (i.e. handouts, videos) prior to the session.
4. If this is your first teletherapy session with the client, conduct a test session to work out any technical issues with the caregiver.
Beginning of Session
1. Greet the caregiver/client.
2. Ensure that they can see and hear your (if not, close the session and begin again).
3. Give suggestions for how the family needs to adjust their microphone and webcam.
4. Have cell phones ready for communication in case you need to talk on the phone to troubleshoot.
5. Review caregiver concerns and goals from the previous week.
6. Ask the caregiver if the child has met any new milestones/accomplishments since the last session.
Conduct Therapy Activities
1. Demonstrate the activity and explain how it relates to the session goal and daily routine(s).
2. Coach the caregiver as they perform the therapy activity.
3. Involve other family members and siblings in the session activities if applicable.
4. Discuss how to incorporate the therapy activity into their daily routines.
5. Review the activity and how to grade (modify) the activity if necessary.
Early Intervention Teletherapy Coaching Methods
Joint Activity Planning
During the activity, remind the caregiver how this activity/strategy helps the child reach the desired goal(s). Make sure all session activities are important to the caregiver/family and address an outcome/goal in the client’s IFSP. Get suggestions from the caregiver for future activities.
Model the Activity
Break the activity down into easy steps, demonstrate, and let the caregiver try.
Listen and Observe
As the caregiver performs the activity, observe their interaction with the child, and take notes so you can provide feedback. Assess how the child performs the activity. Listen without judgement.
Verbal Feedback and Guidance
If necessary, give the caregiver constructive ideas to improve, reinforce, and validate the caregiver’s performance of the activity.
Ask the caregiver reflective questions such as:
· “How did it feel for you to do that activity/strategy?”
· “Can you think of another time/routine that the client can perform this activity/strategy?”
· “What was most challenging about this activity?”
End of Session
1. Summarize the session.
2. Reflect on goals, success, and opportunities.
3. Identify the strategies the caregiver used that were successful, and give suggestions.
4. Discuss the next session with the caregiver, including “homework” to be done prior to the session, the toys/items needed for the next session, and strategies for the next session.
5. Discuss how the caregiver felt about the overall session and activities.
6. Schedule the next session date and time.
After the Session
1. Call the caregiver if any concerns occurred during the teletherapy session (i.e. the child’s behavior interfered with the activities/session, caregiver seemed distracted or did not appear to understand instructions, etc.).
2. Email the following to the caregiver immediately following the teletherapy session: a copy of the daily teletherapy session note, recommendations, handouts/materials, internet resources/videos, reminder for the next session date and time.
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NCHAM | National Center for Hearing Assessment and Management (n.d.). Retrieved March 16, 2020 from http://www.infanthearing.org/ti-guide/index.html
NCHAM | National Center for Hearing Assessment and Management (n.d.). Retrieved March 16, 2020 from http://www.infanthearing.org/ti-guide/?fbclid=IwAR3UGXF0ao65qpxF9ZVzWJNXuAx-QZh0PEjNA8ZkmYQZkDUyyjgWqZcfpNQ