Bringing Instructional Strategies Home: Reaching Families Online

Ms. Glass is working with her kindergarten student, Angela, on expressive communication. Angela has significant communication delays and has been diagnosed with autism spectrum disorder. Although she is making progress, Ms. Glass is worried that her gains will not generalize to different contexts. Ms. Glass thinks Angela and some of her peers will benefit from working on expressive communication at home in everyday routines. However, teaching Angela’s parents to use communication teaching strategies is difficult, as Ms. Glass and Angela’s parents have overlapping work schedules. Ms. Glass wonders if there is another way to provide Angela’s parents with targeted support so they can, in turn, support Angela’s communication at home.