Telepractice in early intervention: Speech-language-hearing reflection with a focus on parental education and emotional bonding
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Abstract
The SARS-CoV-2 pandemic acted as an unexpected catalyst for the massive adoption of telepractice in early intervention. Although this modality has proven to be an effective response to the need for continuity of services, its true potential transcends geographical and technological barriers. This reflection article delves into a paradigm shift, arguing that telepractice is a powerful tool to strengthen family-centered intervention models. A holistic approach is proposed that integrates three fundamental theoretical pillars: emotional education, attachment theory and positive behavioral support strategies. It is argued that by empowering parents as primary agents of intervention, and by focusing on the quality of the affective bond, telepractice not only addresses communication difficulties, but promotes the integral development of the child, emotional regulation and family well-being. The reflection is based on a critical review of recent literature on positive behavioral support.
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