Ethical considerations in the design and implementation of a telehealth service delivery model.

2017 ◽  
Vol 17 (4) ◽  
pp. 298-311 ◽  
Author(s):  
Joy S. Pollard ◽  
Kathleen A. Karimi ◽  
Michelle B. Ficcaglia
Keyword(s):  
Service Delivery ◽  
Service Delivery Model ◽  
Ethical Considerations ◽  
Delivery Model ◽  
Design And Implementation ◽  
Telehealth Service

scholarly journals Telehealth Regulatory and Legal Considerations: Frequently Asked Questions

2011 ◽  
Vol 3 (2) ◽  
pp. 15-18 ◽  
Author(s):  
Jana Cason ◽  
Janice A. Brannon
Keyword(s):  
Service Delivery ◽  
The United States ◽  
Service Delivery Model ◽  
State Laws ◽  
Delivery Model ◽  
Telehealth Service ◽  
Legal Questions ◽  
Insurance Cover ◽  
Legal Implications ◽  
Malpractice Insurance

As telehealth gains momentum as a service delivery model in the United States within the rehabilitation professions, regulatory and legal questions arise. This article examines the following questions:1. Is there a need to secure licenses in two states (i.e., where the practitioner resides, and where the client is located), before engaging in telehealth?2. Do state laws differ concerning if and how telehealth can occur?3. Do any states expressly disallow telehealth?4. Can services delivered through telehealth be billed the same way as services provided in-person?5. If practitioners fulfill the requirements to maintain licensure (e.g., continuing education obligations) in their state of residence, do they also need to fulfill the requirements to maintain licensure for the state in which the client resides?6. Will professional malpractice insurance cover services delivered through telehealth?7. Does a sole practitioner need to abide by HIPAA regulations?Responses to these questions are offered to raise awareness of the regulatory and legal implications associated with the use of a telehealth service delivery model

scholarly journals Communication Bridge™-2 (CB2): A NIH Stage 2 randomized control trial of a speech-language intervention for communication impairments in individuals with mild to moderate primary progressive aphasia

2021 ◽  
Author(s):  
Angela C. Roberts ◽  
Alfred W. Rademaker ◽  
Elizabeth Salley ◽  
Aimee Mooney ◽  
Darby Morhardt ◽  
...  
Keyword(s):  
Service Delivery ◽  
Primary Progressive Aphasia ◽  
Language Intervention ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
Telehealth Service ◽  
Language Interventions ◽  
Randomized Control

Abstract Background : Primary Progressive Aphasia (PPA) is a clinical dementia syndrome. Impairments in language (speaking, reading, writing, and understanding) are the primary and persistent symptoms. These impairments progress insidiously and devastate communication confidence, participation, and quality of life for persons living with PPA. Currently, there are no effective disease modifying treatments for PPA. Speech-language interventions hold promise for mitigating communication challenges and language symptoms. However, evidence regarding their efficacy in PPA is of low quality and there are currently no rigorous randomized control trials. Method : Communication Bridge™-2 (CB2) is a Stage 2, superiority, single-blind, randomized, parallel group, active-control, behavioral clinical trial delivered virtually within a telehealth service delivery model to individuals with PPA. Ninety carefully characterized participants with clinically confirmed PPA will be randomized to one of two speech-language intervention arms: 1) Communication Bridge™ a dyadic intervention based in communication participation therapy models that incorporates salient training stimuli or 2) the control intervention a non-dyadic intervention based in impairment therapy models addressing word retrieval and language production that incorporates fixed stimuli. The superiority of Communication Bridge™ over the Control arm will be evaluated using primary outcomes of communication confidence and participation. Other outcomes include accuracy for trained words and scripts. Participants complete two therapy blocks over a 12-month period. Outcomes will be measured at baseline, at each therapy block, and at 12-months post enrollment. Discussion : The CB2 trial will supply Level 2 evidence regarding the efficacy of the Communication Bridge™ intervention delivered in a telehealth service delivery model for individuals with mild to moderate PPA. An important by-product of the CB2 trial is that these data can be used to evaluate the efficacy of speech-language interventions delivered in both trial arms for persons with PPA. The impact of these data should not be overlooked as they will yield important insights examining why interventions work and for whom, which will advance effectiveness trials for speech-language interventions in PPA. Trial Registration: The CB2 trial was registered prospectively with ClinicalTrials.gov (NCT03371706) on December 13, 2017. Registered at https://clinicaltrials.gov/ct2/show/NCT03371706

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

2021 ◽  
pp. 1-16
Author(s):  
Erika M. Timpe ◽  
Jennifer Kent-Walsh ◽  
Cathy Binger ◽  
Debbie Hahs-Vaughn ◽  
Nancy Harrington ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Delivery Model

Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings

2021 ◽  
pp. 004005992199747
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Jennifer Madigan ◽  
Kimberly McDuffie Landrum ◽  
Lysandra Cook
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Service Delivery Model ◽  
Instructional Coaches ◽  
Delivery Model ◽  
Effective Professional Development ◽  
Inclusive Settings ◽  
Need Support ◽  
The Individual

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs et al., 2007). In this manuscript, we provide a process for instructional coaches to use to (a) develop and deliver effective professional development and (b) coach co-teachers. This process maximizes the potential of the co-teaching service delivery model in improving educational outcomes for students with disabilities.

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