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The purpose of this study is to analyse recent empirical research that has explored the field of telepractice in early intervention for families of children with autism spectrum disorders (ASD).

The systematic review included 16 studies from 2012 and 2022 that examined the field of telepractice in early intervention for families of children with ASD. Analyses focused on the accessibility of telepractice and comparison with traditional treatment, the effectiveness of telepractice for parents in learning strategies in the home environment and the effectiveness of telepractice for children with ASD. What are the differences related to formats of telepractice and whether telepractice presents some technical challenges for families?

The results indicate that telepractice can make an important contribution to more intensive and better quality treatment. The review of studies shows positive effects in terms of parental satisfaction and the effectiveness of telecare interventions for children. Some early intervention telepractice programmes also report improvements in parents’ use of strategies, communication skills, imitation skills and interaction with children.

The studies reviewed were conducted on relatively small samples. Many of them did not include a control group. Only three studies compared traditional formats with distance treatments. Some studies did not include professional support for parents. Some studies had shorter time periods of distance treatment. Some studies had a high lack of feedback from parents on the use of telepractice. In the future, more randomized controlled trials should be conducted in the field of telepractice in early intervention, based on larger samples and including a control group. It would be advisable to compare the different types of distance treatments with each other and with the traditional face-to-face format. Further research should examine the impact of participant characteristics, socioeconomic status and participant demographics, together with individual needs, perceptions and treatment responses to telepractice. Given the mixed results regarding the impact of early distance treatment in reducing stress in parents, further research in this area is recommended.

From this systematic review, the authors can conclude that the optimal early intervention would be a hybrid training, i.e. the implementation of both approaches so that the family has the opportunity to have a traditional contact with a specialist and the use of telepractice, which can increase the number of treatments and reduce costs. The authors suggest that parents and telepractice providers be educated about the safe and appropriate use of telepractice. Professionals should also have coaching skills to conduct telepractice and adapt some strategies (such as prompting and modelling) taking into account the specific needs of parents and children and be frequently available to the family. There should also be higher levels of support for parents’ well-being.

Policy proposals include raising the level of early intervention for children with ASD, as this can have more lasting effects for families of children with ASD. This may have an impact by reducing the costs of support for families later on. Funding is recommended for developers of online platforms that create a safe and effective basis for telecoaching practice, for appropriate technical equipment for professionals and families and for education for professionals in the use of telepractice.

Based on the analysis of the recent research, suggestions and guidelines for the effective use of telepractice in early intervention for children with ASD and their families are presented.

This study aims to explore differences in the usability of the Google Drive application based on demographic characteristics, computer skills and use frequency of Google Drive among public library users of Lahore.

The study adopted a quantitative approach and survey-based research method to achieve the study's objectives. The cloud usability model (user perspective) has been used as a theoretical lens to guide the study objectives. It comprises five dimensions of usability – capable, personal, reliable, valuable and secure.

The findings of the study revealed that the usability of Google Drive varied statistically significantly on the basis of depending on the respondents gender, age, academic qualification, computer skills and Google Drive use frequency.

It is a valuable study since it and adds knowledge to existing literature and has implications for practice.

The findings might be helpful for cloud support teams including Google Drive as they can notice the demographic and other differences among users' perceived usability of Google Drive and can enhance certain features of usability which leads attributes to increase its usage among users.

The aim of this study is two-fold: (1) to promote a model of youth participatory research and offer a window of understanding into how it can be enacted and (2) to understand youth perspectives on youth empowerment. This study asks: “how can youth help us understand youth empowerment?”

The study applies youth participatory action research (YPAR) and interpretative phenomenological analysis. The study illustrates how to enact a model of YPAR by engaging youth in the process of research in a youth-serving community non-profit organization.

This study sets out to make two important contributions, one methodological and one theoretical: First, the study contributes to our understanding of the opportunities and benefits of youth-engaged, peer-to-peer research. Specifically, this study promotes a model of youth participatory action research and knowledge making processes, and the associated social and formal benefits for youth. By extension, this study illustrates an approach to engage youth in formal contexts which has implications for both management and organizational studies and education. Finally, the study extends our understanding and conceptualization of the phenomenon of youth empowerment (as informed by youth perspectives).

The study offers insight into how to conduct youth participatory action research and specifically how to address two limitations cited in the literature: (1) how to authentically engage youth including how to share power, and (2) how to perform youth participatory action research, often critiqued as a black box methodology.

This paper aims to investigate the relationship between academia and society focusing on how technical universities perform Third Mission (TM) to promote knowledge outside the academic environment producing multiple benefits.

This investigation is performed through the conceptual approach. The theoretical background of the TM is explored through scientific literature review. It analyses a selected pool of experiences focused on Environmental and Sustainable Education (ESE). The study identifies significant aspects of two specific case studies, designed and implemented by the authors.

Outcomes show opportunities and limitations in the application of ESE on behalf of technical academia. The study suggests solutions, precautions and systemic changes to promote ESE for childhood as TM activity in technical engineering academia. These recommendations can be useful for policymakers to set academic goals and plan the strategic management of teaching, research and TM.

The paper focuses on the role of technical engineering universities and criticalities faced by academics to foster and perform ESE. Future perspectives aim to create new opportunities to strengthen the social impact of scientific and technical research by building bridges with childhood education.