Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers

• Experiences of 4 parents, 8 service providers and an ASD specialist were explored.
• Remote technology helped upskill and connect parents and local service providers.
• Online services can be flexible, accessible from home and reduce cost and travel.
• Technical difficulties can cause frustration for parents.
• Online services should be preceded by face-to-face services.

To date, research investigating the use of remote technologies to extend face-to-face early intervention services for children with autism spectrum disorder (ASD) is limited. This study explored the perceived advantages and disadvantages of a follow-up early intervention service delivered via remote technology, as compared to previous face-to-face services. The remote technology service focused on parent coaching rather than direct intervention with the child. A generic method of qualitative enquiry involving semi-structured interviews was used to explore the experiences of four rurally-based parents of children with ASD, eight rurally-based service providers, and a metropolitan-based ASD-specialist in regards to their participation in remote technology and face-to-face services. Qualitative content analysis revealed that the parents, service providers and the ASD-specialist perceived remote technologies to be beneficial in: (a) upskilling of parents and local service provider; (b) reducing cost, time and travel; (c) flexible, regular, ongoing support; (d) enabling families to access support from home, and (e) enhancing connections between team members. However, the participants were often frustrated by technical difficulties, and all agreed that remote technology should augment rather than replace face-to-face contact. This study provides preliminary support for the use of remote technologies to extend early intervention services for children with ASD.