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.

Perceptions of Occupational Therapists regarding Service Delivery Models in School-Based Practice

1996 ◽  
Vol 16 (1) ◽  
pp. 23-44 ◽  
Author(s):  
Jane Case-Smith ◽  
Judy Cable
Keyword(s):  
Service Delivery ◽  
Occupational Therapists ◽  
Teaching Staff ◽  
Service Delivery Model ◽  
Service Delivery Models ◽  
School Based ◽  
Pull Out ◽  
School Day ◽  
Delivery Models ◽  
Models Of Service Delivery

School-based occupational therapists provide direct services, with the child removed from the classroom and integrated, and consultative services within the classroom, involving the teacher and members of the teaching staff. The purpose of this study was to determine the percentage of time that school-based therapists spend using direct/pull-out and integrative/consultative models of service delivery, to explore the attitudes of occupational therapists toward direct/pull-out and integrative/consultative services, and to identify variables associated with attitudes toward each. Written forced choice surveys were mailed to 321 school-based occupational therapists, and data analysis included 216 (67% of the sample). Therapists spent 47% of the time providing pull-out services and 53% of the time in the classroom and in consultation. Although the respondents indicated that they enjoyed one-on-one interaction with students, they disagreed that children with disabilities were best served when pulled out of the classroom. Attitudes toward consultation were positive; therapists enjoyed sharing their expertise and believed that therapy should be integrated throughout the school day. Time spent using pull-out services and consultation was highly related to attitude toward that service delivery model; therapists who provided primarily consultation were significantly lower in their ratings of the importance of direct, pull-out services. Therapists who were contracted by the school used pull-out services more than did those employed in the school (58% compared with 44%). School-based therapists appear to use a variety of service delivery models and have blended direct services with integrative/consultative services. They identified advantages to the use of both models and seem to believe that children are best served when direct services are combined with those that integrate therapy into the classroom and involve consultation with teachers.

Distance Education in Speech-Language Therapy

2021 ◽  
pp. 422-441
Author(s):  
Rita Alegria ◽  
Susana Vaz Freitas ◽  
Joana Rocha
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Service Delivery ◽  
Professional Services ◽  
Social Self ◽  
Language Therapy ◽  
Delivery Model ◽  
World Crisis ◽  
The World ◽  
Therapy Services

Speech-language pathologists/therapists have been using a different service delivery model known for almost 40 years as telepractice, so they can meet the growing demand for assessment, intervention, consultancy, and also distance learning in their scope of practice. As far as the authors could review, the literature highlights a number of benefits for students, teachers, parents, and stakeholders, as well as evidence for the delivery of professional services at a distance within the clinical and educational settings. There are few studies regarding the effectiveness of telepractice intervention in this field. To their knowledge, there are no European Portuguese studies. The chapter illustrates up to date international applications of telepractice and distance learning in speech-language therapy services. It has currently increased in order to respond to the world crisis related to COVID-19 in which social self-isolation and personal dislocations are being implemented, forcing this professional to adapt to this new reality.

scholarly journals An Exploratory Study of Speech and Language Therapy Intervention for Children Born With Cleft Palate ± Lip

2020 ◽  
pp. 105566562095473
Author(s):  
Caroline Williams ◽  
Sam Harding ◽  
Yvonne Wren
Keyword(s):  
Decision Making ◽  
United Kingdom ◽  
Service Delivery ◽  
Cleft Palate ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Service Delivery Models ◽  
The United Kingdom ◽  
Delivery Models

Introduction: Children born with a cleft palate ± lip are at risk of developing speech and language difficulties, which may require intervention from a speech and language therapist (SLT). To date, there is no strong evidence to support one approach to intervention over another, neither is it clear which approaches or methods of provision are commonly used. Objectives: To describe the range of speech and language therapy interventions being used with children born with cleft palate in the United Kingdom up to 5 years of age. To explore the different ways, interventions are being delivered. Design: A prospective study to conduct 9 semi-structured focus groups. Iterative content analysis was completed. Setting: Regional Cleft Lip and Palate Centers in the United Kingdom. Participants: Sixty-two speech and language therapy professionals from specialist cleft teams and community services. Results: Four main codes were identified: “intervention approaches,” “service delivery models,” “decision-making and rationale,” and “patient-centered care.” Participants frequently discussed how they adopt an eclectic style when delivering intervention, the importance of an individualized approach for each child and service delivery constraints, such as a lack of resources. Conclusion: Insight into the multitude of intervention approaches used by SLTs, aspects which influence their decision-making and the variability of service delivery models were gained. Uncertainty regarding which intervention approaches and methods for delivery are most effective provides rationale for future research, to improve the effectiveness of speech and language intervention for children with cleft palate ± lip.

scholarly journals A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting

2000 ◽  
Vol 9 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Rebecca N. Throneburg ◽  
Lynn K. Calvert ◽  
Jennifer J. Sturm ◽  
Alexis A. Paramboukas ◽  
Pamela J. Paul
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Classroom Teachers ◽  
Collaborative Approach ◽  
Collaborative Model ◽  
Language Services ◽  
Service Delivery Models ◽  
Pull Out ◽  
Vocabulary Skills ◽  
Delivery Models

The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten through third grade who qualified for speech or language services. The same curricular vocabulary targets and materials were used in all conditions. This study also examined the vocabulary skills of regular education children who participated in the collaborative approach, the independent classroom-based model, or received instruction from only classroom teachers, without the SLP’s involvement. Results indicated the collaborative model was more effective for teaching curricular vocabulary to students who qualified for speech or language services than a classroom-based model (teacher-SLP independent) or a traditional pull-out model. The findings for students who were not enrolled in speech or language services indicated the collaborative and classroom-based models increased vocabulary skills to a significantly greater degree than receiving only regular instruction from the classroom teacher. The results are congruent with the theoretical advantages of the collaborative model reported in the literature and support the use of integrated service delivery models for intervention in the school setting.

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.

Looking Beyond Tradition

1991 ◽  
Vol 22 (3) ◽  
pp. 150-151 ◽  
Author(s):  
Olive Hughes Magnotta
Keyword(s):  
Service Delivery ◽  
Student Involvement ◽  
Self Esteem ◽  
Therapy Process ◽  
Service Delivery Model ◽  
Language Therapy ◽  
Collaborative Consultation ◽  
Consultation Service ◽  
Delivery Model ◽  
Communication Demands

Collaborative consultation service delivery bridges the gap between traditional speech-language therapy and the ongoing communication demands of the classroom. What lies beyond traditional speech-language therapy is a service delivery model that promotes use of relevant content for therapy, enhances student involvement in the therapy process, builds self-esteem and self-motivation, and provides an opportunity for interprofessional growth.

Speech-Language Pathologists and Inclusive Service Delivery: What Are the First Steps?

2014 ◽  
Vol 15 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Lyndsey Pollack Zurawski
Keyword(s):  
Service Delivery ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Service Delivery Models ◽  
School Based ◽  
Delivery Models

Changing service delivery models can be difficult for a variety of reasons. The expanding roles and responsibilities of school-based speech-language pathologists (SLPs) along with the implementation of Common Core State Standards (CCSS) only create more pressure. Implementation of the CCSS does not have to be an anxiety driven task. School-based SLPs can accept the challenge of providing inclusive-based services to meet the diverse needs of the SLPs caseload while providing educationally relevant services.

Facilitating Cohesive Service Delivery Through Collaboration

2014 ◽  
Vol 15 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Marva Mount
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Educational Environment ◽  
Service Delivery Model ◽  
Educational Impact ◽  
Speech Language Pathologists ◽  
Severity Level ◽  
Delivery Model ◽  
P 16 ◽  
The Many

The purpose of this article is to explore the many benefits of collaboration within the school setting. In a recent study, Brandel and Loeb (2011) found that there was “little variability across disabilities and severity level with respect to program intensity and service delivery model” (Brandel & Loeb, 2011, p. 16). This suggests that when determining what service delivery model works best, we may be choosing one based on what is “best” for us as speech-language pathologists rather than what is “best” for our students. With the specific needs of students in mind, collaboration drives a team of professionals to seek appropriate strategies, methodologies, modifications, and accommodations through which the most educational impact can be seen; in the educational environment where our students must perform.

Sign in / Sign up

Export Citation Format

Share Document