Objective: The use of telepractice to provide allied health services has increased in recent years. Research in larger developed countries has shown that virtual caregiver coaching using language support strategies for children with language impairment to be effective, but there is no research using this service delivery model in smaller culturally diverse countries with limited speech and language resources. This investigation set out to determine the effectiveness of coaching caregivers in Antigua and Barbuda through telepractice to use EMT language support strategies throughout various activities of daily living with a child with language impairment. Method: A single-case multiple-baseline design was used with a single caregiver-child dyad to evaluate the caregiver’s use of EMT language support strategies. A modified version of the Teach-Model-Coach-Review method was used to teach the caregiver the language support strategies: environmental arrangement, matched turns, expansions, and time delay with milieu prompting, via virtual instruction. The caregiver attended sessions three times a week for up to 45 minutes for four weeks. Results: The reuslts of this study indicated a positive relationship between the intervention and caregiver use of strategies. The caregiver demonstrated increased responsiveness to the child’s communication attempts and exhibited the use of language support strategies across activities. Conclusion: Caregivers of children with language impairment can be taught and coached through telepractice to utilize language support strategies to facilitate language acquisition, language use and increase engagement and responsiveness.
