Families play an important role in supporting children’s learning and behavioral health. School psychologists are ideally situated to promote family–school partnerships, home–school collaboration, and enhance positive parenting practices on behalf of students. When American schools closed due to the COVID-19 pandemic in March 2020, many families experienced increased stress and caregiving burden associated with supporting their children at home. We delivered a behavioral parent training program via telehealth to 42 Spanish-speaking Latinx parents of preschool children with developmental delay (DD) and elevated behavior problems during the pandemic. We used an implementation framework to examine acceptability, adoption, appropriateness, feasibility, fidelity, and implementation cost of the telehealth approach for this sample. Our findings suggest overall positive implementation outcomes for Latinx parents of children with DD. We discuss key implementation issues that are relevant to school psychologists delivering consultation and family-centered interventions to support families and students from diverse backgrounds. Impact Statement Parents of children with disabilities experience heightened stress and caregiving burden, likely exacerbated by the school closures associated with the COVID-19 pandemic. We delivered a behavioral parent training program via telehealth during the pandemic to Spanish-speaking parents of preschool children with developmental delay to support parenting at home. Study findings suggest strong support for the implementation outcomes investigated. © 2021 National Association of School Psychologists.
Telehealth Delivery of a Behavioral Parent Training Program to Spanish-Speaking Latinx Parents of Young Children With Developmental Delay: Applying an Implementation Framework Approach