scholarly journals Online or Offline: Parents but not Students Preferred Onsite Practice to Telepractice during the COVID-19 Pandemic (Preprint)

2020 ◽  
Author(s):  
Joseph Hin Yan Lam ◽  
Stephen Man Kit Lee ◽  
Xiuli Tong
Keyword(s):  
Service Delivery ◽  
Delivery Mode ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
Factors Affecting ◽  
Face To Face ◽  
School Based ◽  
Language Pathology ◽  
Therapy Services ◽  
Strongly Agree

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has resulted in face-to-face class suspensions and a boom in the use of telepractice in speech-language pathology. However, little is known about caregivers’ and students’ telepractice satisfaction and service delivery mode preferences. OBJECTIVE This study evaluated perceived telepractice efficacy and preference between onsite practice and telepractice as well as factors affecting service delivery mode preferences among caregivers and students during COVID-19. METHODS A 20-question survey on telepractice satisfaction and preference was administered to 41 Chinese students and 85 caregivers who received telepractice from school-based speech-language pathologists in Hong Kong during the COVID-19 pandemic class suspension period. They were asked to 1) report the implementation of telepractice, 2) rate their perceptions of the efficacy of telepractice on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree), 3) compare the efficacy of telepractice to onsite practice, and 4) state their preference between telepractice and onsite practice. RESULTS Despite a high rating for telepractice efficacy from caregivers (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups perceived that telepractice was less effective than onsite practice (caregivers: 95% CI 2.14-2.52; students: 95% CI 2.08-2.65). Moreover, the caregivers preferred onsite practice over telepractice (95% CI 2.04-2.43), whereas the students showed no preference for the mode of practice (95% CI 2.74-3.41). A significant association between telepractice efficacy and preference was found only among the students (τ = .43, P < .001), not the caregivers. CONCLUSIONS Although telepractice can be considered an acceptable alternative service delivery option for school-aged speech and language therapy services, a more proactive role of speech-language therapists and caregivers in telepractice is needed to facilitate the engagement of caregivers and effective communication between clinicians and caregivers.

scholarly journals Parents’ and Students’ Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study

10.2196/25675 ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. e25675
Author(s):  
Joseph Hin Yan Lam ◽  
Stephen Man Kit Lee ◽  
Xiuli Tong
Keyword(s):  
Service Delivery ◽  
Survey Study ◽  
Language Therapy ◽  
Face To Face ◽  
Delivery Modes ◽  
School Based ◽  
Therapy Effectiveness ◽  
Language Pathology ◽  
Therapy Services ◽  
Strongly Agree

Background The ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase in the use of telepractice services in speech-language pathology. However, little is known about parents’ and students’ satisfaction with telepractice services and their preferences for different service delivery modes. These factors may affect therapy effectiveness and the future adoption of telepractice. Objective We evaluated students’ and parents’ perceptions of telepractice efficacy and their preferences for different service delivery modes (ie, on-site practice vs telepractice). We also identified factors that affect parents’ and students’ preferences for different service delivery modes during the COVID-19 pandemic. Methods A 19-question survey on telepractice satisfaction and preferences was administered to 41 Hong Kong Chinese students and 85 parents who received telepractice services from school-based speech-language pathologists during the COVID-19 class suspension period. In addition to providing demographic information and data on the implementation of telepractice services, all participants were asked to rate their perceptions of the efficacy of telepractice services and compare on-site practices to telepractice on a 5-point Likert scale (ie, 1=strongly disagree/prefer the use of on-site speech-language therapy services and 5=strongly agree/prefer the use of telepractice services). Results Despite the fact that telepractice efficacy was highly rated by parents (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups believed that telepractice was less effective than on-site practices (parents: 95% CI 2.14-2.52; students: 95% CI 2.08-2.65). Moreover, parents preferred on-site practices over telepractice (95% CI 2.04-2.43), whereas students did not prefer one mode of practice over the other (95% CI 2.74-3.41). A significant association between telepractice efficacy and a preference for telepractice services was found only among the students (τ=.43, P<.001), not the parents (τ=.07; P=.44). Conclusions Although telepractice is an acceptable alternative service delivery option for providing speech and language therapy services to school-aged individuals, speech-language therapists and parents must play a more proactive role in telepractice services to facilitate effective communication between clinicians and parents.

Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

2020 ◽  
pp. 113-136
Author(s):  
RaMonda Horton
Keyword(s):  
Service Delivery ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
School Based ◽  
Language Pathology ◽  
Culture Environment ◽  
Culture And Development ◽  
The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

Telehealth applications in speech-language pathology: a modified narrative review

2009 ◽  
Vol 15 (6) ◽  
pp. 310-316 ◽  
Author(s):  
Andrea Leigh Reynolds ◽  
Jessica Lindsay Vick ◽  
Nancy Jeanne Haak
Keyword(s):  
Service Delivery ◽  
Social Services ◽  
Narrative Review ◽  
Scottish Intercollegiate Guideline Network ◽  
Speech Language Pathology ◽  
Level Of Evidence ◽  
Complete Replacement ◽  
Face To Face ◽  
Study Results ◽  
Language Pathology

We conducted a modified narrative review of the literature on telehealth applications used in speech-language pathology assessment and treatment. The following databases and information resources were used: MEDLINE, CINAHL, PSYCInfo, ERIC, Digital Dissertations, CSA Social Services Abstracts, CSA Sociological Abstracts, On-line ASHA publications and personal contacts. Sixty-two full-text documents were located. Twenty-eight provided sufficient detail to be reviewed using a checklist adapted from the Scottish Intercollegiate Guideline Network (SIGN) recommendations for level of evidence rankings and quality assessment ratings. Five of the 28 studies received a ranking indicating a high level of evidence (larger sample sizes, assessed outcomes with valid and reliable measures, performed statistical analysis of study results, measured reliability of study results, ensured internal and external validity, and ensured randomization of participants to groups). These five studies concluded that the service delivery results from telehealth were equivalent to traditional face-to-face results. However, telehealth was not a complete replacement for face-to-face service delivery and further research is required.

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Speech Language Pathology ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Quantitative Survey ◽  
School Settings ◽  
School Based ◽  
Language Pathology ◽  
Northeastern State ◽  
Survey Results ◽  
Willingness To Use

This research surveyed 170 school-based speech-language pathologists (SLPs) in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011) that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology.  Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.

Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis

2016 ◽  
Vol 23 (5) ◽  
pp. 550-557 ◽  
Author(s):  
Megan S Overby ◽  
Annette Baft-Neff
Keyword(s):  
Service Delivery ◽  
Nonverbal Communication ◽  
Role Playing ◽  
Healthcare Services ◽  
Speech Language Pathology ◽  
Delivery Methods ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Exploratory Investigation ◽  
Language Pathology

Introduction Despite the growth of telecommunication applications to provide clinical healthcare services, there has been little attention to the pedagogical framework needed to train healthcare students to deliver these services. Methods In this exploratory investigation, perceptions of speech-language pathology/therapy (SLP/SLT) faculty ( n = 31), graduate students ( n = 16), and telehealth (“telepractice”) clinicians ( n = 16) were examined with a 15-item survey regarding the 1) comparative pedagogical importance of four skills common to telepractice and face-to-face service (f2f) delivery, and 2) relative pedagogical value of seven skills and competencies unique to telepractice. Results Statistical analyses revealed nonverbal communication skills and knowledge of the literature related to service delivery methods were more important in telepractice than in f2f service delivery. Among seven skills unique to telepractice, participants believed the most important was solving problems related to the Internet and recommended at least two hours of instruction each in telepractice technology, patient confidentiality, and role-playing telepractice. Results suggest that SLP/SLT students may need additional and/or focused academic training in nonverbal communication, telepractice literature, and in solving connectivity issues to enter the telepractice marketplace with sufficient preparation. Discussion Further study is needed to compare the relative importance of additional SLP/SLT skills and competencies, describe components of effective healthcare training telepractice programs, and explore effective pedagogical strategies for healthcare telepractice instruction.

The Five W's Meet the Three R's: The Who, What, When, Where, and Why of Telepractice Service Delivery for School-Based Speech-Language Therapy Services

2021 ◽  
Vol 42 (02) ◽  
pp. 162-176
Author(s):  
Sue Grogan-Johnson
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Service Delivery Model ◽  
Language Therapy ◽  
Delivery Model ◽  
Service Delivery Models ◽  
School Based ◽  
Therapy Services ◽  
Why Questions ◽  
Delivery Models

AbstractSchool-based speech-language pathologists (SLPs) are implementing telecommunication technologies for service provision. Telepractice is one among an array of service delivery models that can be successfully implemented in the public-school setting. While many school-based SLPs have been plunged into telepractice with the recent pandemic, this temporary shift to emergency instruction is not the same as fully implementing a telepractice service delivery model. SLPs who recognize the potential application of telecommunications would profit from additional training and experience to take advantage of the benefits of this service delivery model. The purpose of this article is to explore the concept of telepractice as a service delivery model, and to answer the who, what, when, where, and why questions of school-based telepractice. Telepractice is one of several service delivery models that school-based SLPs can confidently utilize to provide effective speech and language therapy services to school-age students.

scholarly journals The Evolution of Access to Speech Therapy Services in American Schools

2020 ◽  
pp. 52-57
Author(s):  
Christina Bradburn ◽  
Cindy Gill
Keyword(s):  
Students With Disabilities ◽  
School Children ◽  
Speech Therapy ◽  
The United States ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
The Future ◽  
Language Pathology ◽  
Therapy Services ◽  
Future Direction

Aim: To trace the historic changes, track the progress, and examine the laws that have resulted in access to speech-language therapy for American school children. Rationale: Examination of the outcome of these changes will help future speech-language pathologists make optimal decisions for school children in the future.   Summary: Over the last hundred years, dramatic changes have taken place in service delivery for children with speech/language disorders and other disabilities. The evolution of laws, the shifting mindset toward children with handicaps, and the development of the profession of speech-language pathology have ensured that students with disabilities who are in need of speech and language services are eligible to receive them in the schools. There are still difficulties and differences of opinion as to what makes a child eligible for speech therapy services and how service should be delivered. However, the progression that has occurred thus far has resulted in remarkable changes in speech-language therapy in schools in the United States. Examination of the successes and failures during this one-hundred year journey should serve as a roadmap for the future direction of the profession of speech-language pathology as it is employed in the schools.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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