Technology-enabled interventions have the potential to break through barriers related to travel time and access in rural and remote communities. Practitioner training to provide high-quality behavioral interventions for children with autism spectrum disorder (ASD) is typically resource intensive including multiday trainings and ongoing live coaching. Although technology-enabled training including video conference and video review may be more accessible, technology may also introduce unique challenges by increasing the coach’s reliance on verbal feedback and reducing their ability to use common strategies such as modeling and environmental arrangement. Therefore, it is not clear whether technology-enabled training will result in similar outcomes for interventionists or the children they serve. Secondary analyses of data from a randomized controlled intervention trial compared new interventionists receiving 3 months of face-to-face training (n = 16) to interventionists receiving remote training (n = 11) to deliver a social communication intervention with fifty children age 3–9 with ASD. No significant differences were found in fidelity after 3 months between interventionists receiving face-to-face versus those receiving remote training. Overall, interventionists made significant gains in fidelity and children made significant gains in initiations of joint attention, requests, and play diversity. This study provides preliminary support for the use of a technology-enabled interventionist training protocol.

中文翻译：

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干预者学习自闭症儿童进行贾斯珀干预的面对面和远程支持的比较

以技术为基础的干预措施有可能突破与农村和偏远社区的出行时间和出入相关的障碍。为自闭症谱系障碍（ASD）儿童提供高质量行为干预的从业人员培训通常是资源密集型的，包括多天培训和持续的现场指导。尽管可能更容易获得包括视频会议和视频审查在内的技术培训，但技术也会通过增加教练对口头反馈的依赖并降低其使用诸如建模和环境安排等通用策略的能力而带来独特的挑战。因此，尚不清楚以技术为基础的培训是否会对干预者或他们所服务的孩子产生相似的结果。n  = 16）给接受远程培训的干预者（n  = 11），以对50名3-9岁的ASD儿童进行社交交流干预。接受面对面培训的干预者与接受远程培训的干预者在3个月后的保真度上没有显着差异。总体而言，干预人员在忠实度方面取得了重大进展，而儿童在共同注意，要求和游戏多样性的发起方面取得了重大进展。这项研究为使用技术支持的干预专家培训协议提供了初步的支持。