Clinical Question: Do caregivers of young children with communication disorders or children with delays/deficits in social-communication skills who participate in training and coaching on communication strategies via telepractice compared to those who participate in training and coaching on communication strategies in person show enhanced knowledge and/or practice and satisfaction with the intervention's procedures and outcomes? Method: Scoping Review Study Sources: EBSCO, ProQuest. Search Terms: caregivers OR children OR disability OR training OR coaching OR telepractice. Number of Included Studies: 5. Primary Results: (1) caregivers' knowledge and children's communication skills increased through training and coaching; and (2) results indicate that there were similar outcomes for both telepractice and in-person delivery methods. Conclusions: Although there is an increase in research about the effectiveness of telepractice for adult learning (American Speech-Language-Hearing Association [ASHA], 2020; Casale et al., 2017; Meadan et al., 2013, 2020), there is limited literature that compares using telepractice and traditional in-person delivery methods. The evidence from this literature review supports training and coaching caregivers who have children with communication disorders or children with delays/deficits in social-communication skills to increase knowledge and promote empowerment via both in-person and telepractice delivery methods. Results indicate that although there was an increase in caregiver knowledge and child communication with both delivery methods, participants noted some limitations of the telepractice delivery method. Conclusions can be drawn about the importance and benefits of telepractice as a way to enhance and support the learning. Telepractice might not replace traditional in-person delivery methods but could be used to supplement in-person training and coaching.