Background:
Autism is a neurodevelopmental disorder characterised by difficulties in social interaction and communication, repetitive and stereotyped interests and behaviours affecting almost 1% of the population worldwide (American Psychiatric Association, 2013). Interventions targeting social and communication skills can lead to better short and long-term outcomes, as well as an improved quality of life.
Parents play a crucial role in the education of their children and due to substantial cuts in service provision as well as the current pandemic outbreak and its impact on children’s education, the need to train parents using technology in innovative ways is more pressing than ever. Training and coaching practices have been suggested as essential for teaching adults new skills (Meadan et al., 2016). Telepractice is a promising service delivery approach, its main advantages including reduced money and time spent on travel as well as reduced intrusion into the family home (Chen & Liu, 2017). Digital delivery methods to engage parents in training have been increasingly used as an alternative to traditional face-to-face training and coaching.
Children in rural areas are likely to be living in poorer conditions than children in urban areas (Cason, 2009) and be receiving interventions of less intensity (i.e. fewer sessions and of shorter duration) due to increased travel time and cost (Hallam et al., 2009). Cumbria is a large mountainous county in North West England with 54% of its residents living in rural areas (Cumbria.gov.uk, 2015). Professionals working with children with special educational needs and disabilities often have to travel long distances to meet parents and children putting additional stress to their workload.
The Internet-Based Parent-Implemented Communication Strategies (i-PiCS) program is designed in the US to train and coach parents how to use evidence-based strategies to improve the social communication skills of their children with autism, from the comfort of their home (Meadan et al., 2016). The i-PiCS program has the potential to be an effective tool in rural areas considerably reducing professionals' and parents' stress levels, enhancing parenting skills and family quality of life as well as children's social-communication skills.
Outline and significance of the study:
This present study, funded by the BA/Leverhulme Small Research Grants scheme (SRG19\190421), aimed to replicate the original i-PiCS study conducted in the US (Meadan et al., 2016). It addresses the need for more replication studies in educational research to shape education policy and practice (Makel & Plucker, 2014). Moreover, the use of telepractice can result in great improvements to resource management and financial savings as a viable alternative or supplement face-to-face services. Given that the original study was conducted in the US, the present study represents an initial step into exploring the transferability of findings and effectiveness of i-PiCS in a European context. Such a feasibility study is of substantial importance given that in 2018, 29.1% of the EU population lived in rural areas (Eurostat, 2020). Further evidence is needed to demonstrate its application to the educational contexts of other European countries, which has the potential to influence policy.
Research design
A multiple-baseline design across strategies was implemented within four mother-child dyads in the rural county of Cumbria from February 2020 until February 2021. The present paper explores mothers’ views on the social validity of the goals, procedures and outcomes of i-PiCS, as well as its impact on families' quality of life, mothers' stress levels and parenting self-efficacy skills.
Research questions:
- What are mothers’ views on the social validity of the goals, procedures and outcomes of i-PiCS?
- What is the impact of i-PiCS on families' quality of life, mothers' stress levels, and parenting self-efficacy skills?