Parents in the Driver’s Seat—Experiences of Parent-Delivered Baby-mCIMT Coached Remotely

TL;DR

Parents of infants at high risk of cerebral palsy successfully delivered home-based motor training remotely with therapist coaching, gaining confidence and understanding of their child's development.

Contribution

This study provides novel insights into how remote coaching empowers parents as primary trainers in early intervention for infants at risk of cerebral palsy.

Findings

Parents felt empowered as primary trainers through remote coaching in Baby-mCIMT.

Responsive professional guidance and strong therapist–parent relationships were crucial for successful remote coaching.

Remote coaching required practical and technical prerequisites to be effective in everyday contexts.

Abstract

Background/Objectives: Recent guidelines on early intervention in children at high risk of cerebral palsy (CP) recommend parental involvement and family-centered home-based interventions with parents as primary trainers. Therapist coaching by home visitation is resource demanding, and telerehabilitation is a viable option for remote intervention and coaching. This study aims to describe parents’ experiences of engaging in Baby-mCIMT coached remotely. Their infants are at high risk of unilateral cerebral palsy and the parents have been the primary trainers in regard to home-based intervention, optimizing the use of the affected hand. Methods: A qualitative approach involving semi-structured interviews with eight parents was employed. Data were analyzed using qualitative content analysis. Results: The overarching theme “Parents in the driver’s seat—learning through remote coaching to create conditions to enhance the child’s motor skills” describes parents’ experiences as primary training providers. The following three underlying categories with subcategories were identified: (1) Baby-mCIMT coached remotely in an everyday context—practical and technical prerequisites; (2) the child’s response and the therapists’ coaching supports active parental learning; (3) capability and sense of control—strengthening and demanding aspects. Conclusions: Our findings revealed that Baby-mCIMT coached remotely empowered the parents as primary trainers, which provided them with opportunities for understanding and learning about their child and their development. The findings underscore the importance of responsive professional guidance and a strong therapist–parent relationship to succeed with the Baby-mCIMT program coached remotely and to manage the digital coaching format.

Figures