Autism Spectrum Disorder, Telepractice, and Inclusive Education

Dear Colleagues,

Telepractice has expanded in recent years, especially after the COVID-19 pandemic situation when distance support was needed. Studies supporting its use in this field, however, still remain scarce. Telepractice has also become an additional service delivery option for people with autism spectrum disorder (ASD) of different ages and their caregivers (family and teachers). This population is particularly vulnerable to changes in daily routines and a shift in service delivery can also be an extra obstacle. In fact, different challenges have been documented when delivering remote interventions to individuals with ASD, especially during the last two years. Overall, telepractice—as the main service-delivery model or as an addition to regular in-person services—has been used effectively and has enhanced service access and coordination with caregivers (in both educational and family settings). Topics such as caregiver-mediated interventions in both school and family contexts, the effectiveness of service-delivery models, qualitative studies on families and providers’ perspectives about support services, and professional development via telepractice for ASD-related support interventions are, among others, of great interest in current times. Papers addressing these and other relevant topics for an effective and inclusive intervention are invited for this Special Issue, especially those combining a high academic standard coupled with a practical focus on providing guidelines for professionals, families, and people with ASD.

Dr. Gabriel Martínez-Rico
Dr. Pau García Grau
Guest Editors

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