Telehealth and ABA: Practical Applications

Course Description:

Research supports the effectiveness of applied behavior analysis delivered through Telehealth (e.g., Wacker et al., 2013; Vismara, McCormick, Young, Nadhan, & Monlux, 2013). The recent rise in social distancing has resulted in an increase in services needing to be delivered via telehealth. It is important for behavior analysts to obtain competency in delivery of telehealth services prior to using this type of service delivery model. This interactive webinar will focus on disseminating information to practitioners about effective telehealth service delivery based on the literature on this topic and the experience of the presenter who has delivered telehealth remote services effectively for the past 10 years.

Learning Objectives:

  • Attendees will be able to identify minimum requirements necessary for at least 1 type of telehealth service delivery model
  • Attendees will be able to identify and use at least one resource relating to improving their skillsets for coaching and training via telehealth.
  • Attendees will identify at least 1 research article demonstrating the effectiveness of telehealth services
  • Attendees will be able to identify at least 2 benefits of providing remote telehealth services for families and caregivers when services are delivered competently

About Instructor

Not Enrolled

Course Includes

  • 3 Lessons
  • 1 Quiz
  • Course Certificate

    3 Learning BACB®




  1. Megan – this is an exceptional training and really supports efficacy for Telehealth ABA. I am grateful for your gentle training and supportive coaching attitude! I am so glad you are doing these trainings and I hope that you continue to provide your brand of excellence to the field of ABA that is so welcome! Thank you, Shellylynn

  2. Megan,
    Wonderful presentation, as usual. Chocked full of useful resources. I particularly was interested in the coaching aspect you mentioned. Having been a BCBA for over 15 years, I have seen the field grow so much towards a kinder, gentler, more effective way of teaching. As I was learning more about coaching to become a health coach, I thought to myself, this is what we need! Coaching! I was so happy to hear you feel the same.

  3. Many people with autism are visual thinkers. I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language. Nouns were the easiest words to learn because I could make a picture in my mind of the word. To learn words like “up” or “down,” the teacher should demonstrate them to the child. For example, take a toy airplane and say “up” as you make the airplane takeoff from a desk. Some children will learn better if cards with the words “up” and “down” are attached to the toy airplane. The “up” card is attached when the plane takes off. The “down” card is attached when it lands.

  4. Megan, this was exactly what I was looking for. I appreciate the resources. I was very nervous about how to be an effective coach during COVID-19 soft school closures for teachers and staff. I also have been very concerned about how much to ask parents to do. Thank you so much for taking the time to put this presentation together. I am continuing to learn to be comfortable with being uncomfortable. I am grateful for your encouragement to continue to just do what I know how to do and in this field, being knowledgeable, vulnerable, creative and goofy has been successful so far. I hope it translates via telehealth. I am looking forward to doing the coaching training.