Social validity of telepractice in early intervention: Effectiveness of family‐centered practices

• Published date: 01 December 2023
• Author: Gabriel Martínez‐Rico,Pau García‐Grau,Margarita Cañadas,Rómulo J. González‐García
• Date: 01 December 2023
• DOI: http://doi.org/10.1111/fare.12834

RESEARCH

Social validity of telepractice in early intervention:

Effectiveness of family-centered practices

Gabriel Martínez-Rico

1

|Pau García-Grau

2

|

Margarita Cañadas

1

|R



omulo J. Gonz

alez-García

2

1

Department of Inclusive Education a Socio

Community Development and Campus

Capacitas, Universidad Cat

olica de Valencia

“San Vicente M

artir,”, Valencia, Spain

2

Department of Teaching and Learning of

Physical Education, Plastic and Music

Education and Campus Capacitas,

Universidad Cat

olica de Valencia “San Vicente

M

artir,”, Valencia, Spain

Correspondence Pau García-Grau, Sagrado

Coraz

on, 5. 46110 Godella, Valencia, Spain.

Email: pau.garcia@ucv.es

R

omulo J. Gonz

alez-García, Sagrado

Coraz

on, 5. 46110 Godella, Valencia, Spain.

Email: rj.gonzalez@ucv.es

Funding information

This research was funded by Regional Ministry

of Innovation, Universities, Science and

Digital Society. AICO 2022 Program. I+D+i

Project for Consolidated Research Groups.

Capacitas Group. File CIAICO/2021/114.

Abstract

Objective: The present study evaluates the impact of family-

centered practices on families’ratings of social validity of

telepractice in 659 Spanish families in early childhood inter-

vention (ECI) services.

Background: The integration of telepractice in ECI services

has been accelerated by the social and health situation cau-

sed by the COVID-19 pandemic. Until then, telepractice

was a well-known but scarcely used resource in early inter-

vention. Social validity assessments are critical for

telepractice because services are focused on supporting pri-

mary caregivers. Social validity, therefore, refers to

whether the intervention approach and outcomes match

the needs of children and families, allowing for improved

planning, implementation, and evaluation of early inter-

vention programs.

Method: A survey-based cross-sectional study on fami-

lies’ratings of social validity was carried out. A struc-

tural equations model was performed in order to assess

the influence of families’ratings of the social validity

of telepractice. The model analyzed a mediation through

latent variables: family-centered practices (X), fit of

services to family needs (M), and social validity of

telepractice (Y).

Results: Our study shows an overall good perception of

social validity of telepractice by families. Focusing on fam-

ily needs and priorities and professionals encouraging fam-

ilies to have an active role completely mediates the

relationship between family-centered practices and family

social validity scores. No differences in telepractice modal-

ities were found.

Conclusions and Implications: A family-centered approach

to telepractice in ECI is needed, not only for greater social

Received: 26 April 2022Revised: 24 November 2022Accepted: 26 December 2022

DOI: 10.1111/fare.12834

© 2023 National Council on Family Relations.

Family Relations. 2023;72:2535–2550. wileyonlinelibrary.com/journal/fare 2535

validity, but also for improved child and family outcomes,

especially when services support real family needs and

priorities.

KEYWORDS

early intervention, mediation, social validity, telepractice

INTRODUCTION

Early childhood intervention in Spain

Early childhood intervention (ECI) in Spain has evolved from a deficit-based approach

(De Linares & Rodriguez, 2004) to services highlighting the influence of environmental factors on

children’s development (Dunst et al., 1991; Grupo de Atenci

on Temprana [GAT], 2000). In addi-

tion to the influence of the systemic (Bronfenbrenner, 1979) and ecological (Bronfenbrenner, 1987)

theories of development, one of the influencing factors has been the paradigm shift that took place

in the United States and in some European countries (e.g., in 2009, Portugal enacted a law

supporting families’participation in ECI services).

In Spain, the Libro Blanco or White Book (GAT, 2000, 2005), developed by experts, and

the manual of technical recommendations (GAT, 2005) helped professionals understand the

importance of interdisciplinary and transdisciplinary teams and the importance of working with

families, in the absence of regulatory legal framework. Despite the publication of these refer-

ence documents and the efforts of the entities providing ECI services, such as Plena Inclusi

on

España (the confederations of associations for people with disabilities, which include more than

900 disability-related associations), the implementation of family-centered practices is still not a

reality in all services (Escorcia-Mora et al., 2018; García-Grau et al., 2020; García-Grau

et al., 2021).

Family-centered practices in early childhood intervention

The above-mentioned paradigm shift is a global topic of interest. In order to provide some

background on family-centered practices, it should be noted that the recommended approach in

the field of ECI (Division for Early Childhood, 2014) states that family-centered practices

should be implemented. Family-centered practice has been described as “an approach to work-

ing with families that honors and respects their values and choices and which includes the provi-

sion of supports necessary to strengthen family functioning”(Dunst et al., 2007, p. 370). Dunst

has spent decades conceptualizing and improving both research and practice in the field and

has been a leader moving toward a family-centered approach to services, recognizing the impact

that families have in their children’s development. Dunst et al. (2006) described two dimensions

of helpgiving practices (relational and participatory) and both have direct and indirect impacts

on child and family outcomes. On the one hand, relational helpgiving refers to interactions with

families with respect and empathy with positive beliefs about family strengths. On the other

hand, participatory practice refers to the actual collaboration with families and being respon-

sive to family concerns and priorities. These include capacity-building practices such as families

making informed choices, establishing priorities, deciding about goals, and being the main

intervention agents in their natural environment. In summary, as stated in Dunst (2002)a

family-centered approach includes treating families with respect, sharing evidence-based infor-

mation to help families make informed decisions, promoting family involvement in the provi-

sion of services, and establishing parent–professional collaborations and partnerships.

2536 FAMILY RELATIONS