Search

Training and support will be vital in developing and maintaining a skilled disability workforce in the roll-out of individualised disability funding across Australia. Technology has the potential to deliver training and support that is more accessible and cost-efficient in geographically isolated regions. The current qualitative study explored participants' experience of an autism-specific webinar and individual online support programme delivered to a range of early childhood staff in regional and remote areas. Researchers used purposive sampling to select and interview 11 participants enrolled in the training and support programme. Rigour and trustworthiness of the data were enhanced using member checking and a data analysis check on 20% of the transcripts. Several categories of responses were identified under three broad themes; impact of the training programme, interaction with technology, and barriers to access. Findings indicated that the programme had a positive impact on access to autism-specific learning and support. The interactive nature of webinars and individual online consultations (synchronous learning) was highly valued; however, barriers including extensive travel and busy caseloads resulted in participants relying on recorded webinars (asynchronous learning). Findings from the current study will inform the development of future training programme at an individual, organisational and policy level.

Purpose: The rollout of individualised disability funding in Australia resulted in an increased demand for services for people with a disability, particularly support for the high percentage of Australians with autism spectrum disorder. Continuing professional development is one way to grow and maintain a skilled workforce; however, face-to-face opportunities can be limited in remote areas of Australia. Technology may provide a low-cost and widely accessible platform for providing education and support for staff in these areas. Design/methodology/approach: The current study evaluated a novel webinar training and individual online support program for 36 allied health, education and community support staff. Data were collected via a survey on changes in perceived "knowledge and skills" and "confidence" in supporting children with autism, as well as mode of participation, and accessibility of the program. Findings: Participants reported a significant increase in their "knowledge and skills" and "confidence", in working with children with autism. This increase was positively related to the number of webinars the participants accessed. The mode of webinar access was predominantly via watching recordings of webinars (asynchronous learning). Synchronous learning via individual online sessions was accessed by a small number of participants, mostly allied health professionals. Workload and scheduling were identified as barriers to engaging in the program. The technology platform was found to be accessible and acceptable. Originality/value: A predominantly asynchronous mode of delivery was successful, thereby increasing program access and flexibility for remote staff. Technology was not a barrier to accessing the program regardless of remoteness or job role.

Access to timely behaviour support services for children and adolescents with a disability in rural and remote regions of Australia is problematic due to the inadequate supply of specialised staff providing complex behaviour support in their local area. Technology has the potential to provide a timely, quality, low-cost option that extends access to behaviour support services for these children and their support teams in rural and remote areas. The purpose of this narrative review was to explore policy and practice guidelines on the delivery of behaviour support via telepractice for children and adolescents with a disability in Australia, and more specifically for those on the autism spectrum. Secondly, the review aimed to establish the evidence base of this model of service for children and adolescents with autism, in order to reflect on how it aligns with current Australian policy and practice. Practice and policy documents were drawn from selected websites relevant to the delivery of behaviour support via telepractice in Australia. Peer-reviewed literature (2004–2019) on the delivery of behaviour support via telepractice was sourced via four databases. While telepractice appears to have promising utility for the provision of support for children and adolescents with autism who present with challenging behaviour, there was very little policy documentation or guidelines found that related specifically to the delivery of this support. There is a need for further rigorous research to inform policy, establish efficacy, and develop practice guidelines that ensure delivery of high quality telepractice behaviour supports under the National Disability Insurance Scheme. [ABSTRACT FROM AUTHOR]