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Family Variables Influencing the Social Validity of Telepractice in Early Childhood Intervention.

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Title: Family Variables Influencing the Social Validity of Telepractice in Early Childhood Intervention.
Authors: Martínez-Rico, Gabriel (AUTHOR), García-Grau, Pau (AUTHOR), Cañadas, Margarita (AUTHOR), González-García, Rómulo J. (AUTHOR)
Source: Exceptional Children. Apr2026, Vol. 92 Issue 3, p286-304. 19p.
Subjects: Early intervention (Education), Demographic characteristics, Social background, Services for caregivers, Telemedicine, Mediation (Statistics), Satisfaction, Computer literacy
Abstract: The use of telepractice in early childhood intervention has increased considerably in recent years. It is necessary, therefore, to examine its social validity in order to improve services and meet the needs of families. Determining relevant family variables influencing social validity allows practitioners to ensure their practices are based on socially meaningful and valid processes. We examined the influence of family-level variables through a multiple mediation model with: (a) child and adult age and mother's education level as predictors; (b) family role during sessions and technology skills as mediators; and (c) social validity of telepractice and the focus on family needs as dependent variables. We examined direct, indirect, and total effects through path analysis, as well as the joint effect of both mediators on social validity appraisals and the scores on focus on family needs. Overall, good perception of social validity of telepractice was found. No differences in social validity scores among telepractice modalities or eligibility criteria were found. Higher social validity was associated with greater focus on family needs, a more active role during sessions, better technology skills, and younger children and adults. Higher mother's educational level was related to having an active role in telepractice sessions and perceiving the intervention to be more focused on their needs. Addressing family needs is a priority for telepractice in early childhood intervention. Deciding with families the telepractice modality that could fit best their needs, as well as considering a hybrid approach, could help programs support their families more effectively. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Family Variables Influencing the Social Validity of Telepractice in Early Childhood Intervention.
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  Data: <searchLink fieldCode="AR" term="%22Martínez-Rico%2C+Gabriel%22">Martínez-Rico, Gabriel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22García-Grau%2C+Pau%22">García-Grau, Pau</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cañadas%2C+Margarita%22">Cañadas, Margarita</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22González-García%2C+Rómulo+J%2E%22">González-García, Rómulo J.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Apr2026, Vol. 92 Issue 3, p286-304. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Demographic+characteristics%22">Demographic characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+background%22">Social background</searchLink><br /><searchLink fieldCode="DE" term="%22Services+for+caregivers%22">Services for caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Telemedicine%22">Telemedicine</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+literacy%22">Computer literacy</searchLink>
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  Data: The use of telepractice in early childhood intervention has increased considerably in recent years. It is necessary, therefore, to examine its social validity in order to improve services and meet the needs of families. Determining relevant family variables influencing social validity allows practitioners to ensure their practices are based on socially meaningful and valid processes. We examined the influence of family-level variables through a multiple mediation model with: (a) child and adult age and mother's education level as predictors; (b) family role during sessions and technology skills as mediators; and (c) social validity of telepractice and the focus on family needs as dependent variables. We examined direct, indirect, and total effects through path analysis, as well as the joint effect of both mediators on social validity appraisals and the scores on focus on family needs. Overall, good perception of social validity of telepractice was found. No differences in social validity scores among telepractice modalities or eligibility criteria were found. Higher social validity was associated with greater focus on family needs, a more active role during sessions, better technology skills, and younger children and adults. Higher mother's educational level was related to having an active role in telepractice sessions and perceiving the intervention to be more focused on their needs. Addressing family needs is a priority for telepractice in early childhood intervention. Deciding with families the telepractice modality that could fit best their needs, as well as considering a hybrid approach, could help programs support their families more effectively. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2026
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