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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.