Purpose: This study examined how allied health professionals (e.g., speech-language pathology, physical therapy, and occupational therapy), who provide services to low socioeconomic–status (SES) families through a Texas-based pediatric home health agency, responded to a shift from in-person to telehealth service delivery during the COVID-19 pandemic. Method: A 28-item survey was sent out to the 308 clinical staff members at the Texas-based pediatric agency. One hundred thirty-eight respondents completed the survey in its entirety with a response rate of 44.8%. Results: Across the allied health professions, most therapists identified themselves as “somewhat prepared,” whereas few respondents identified themselves as “very prepared” or “not at all prepared” to transition to telehealth service delivery. Regardless of perceived differences in service delivery models and challenges faced during the rapid transition to telehealth, therapists largely rated client progress as similar between in-person and telehealth sessions despite reporting level of client engagement, response to cues, and ability to engage in hands-on activities as better in-person than in telehealth sessions. Comparisons among allied health professions and considerations related to the specific population served are discussed. Conclusions: Survey results from the allied health professionals at Care Options for Kids and the clinical population of low-SES, early intervention clients were consistent with findings from similar surveys conducted in which the clinical populations were not defined (client age, diagnosis, etc.), suggesting that during the pandemic, allied health professionals face similar challenges as they adopt a telehealth service delivery model. Additional training and access to resources may address some of these challenges. As the pandemic persists, results from this survey may be used to inform therapy companies in their decision-making processes related to the implementation of telehealth.
School-based speech–language pathologists (SLPs) have been plunged into telepractice service delivery with the ongoing COVID-19 pandemic. However, this temporary shift to provide online instruction is not the same as fully implementing a telepractice service delivery model that is comparable with in-person service delivery. The purpose of this article is to provide the practicing SLP with a framework for delivering effective intervention services to school-age students with language impairments via telepractice. Within this framework, the SLP still must consider the available evidence base for an intervention and implement its core components, including repeated opportunities for skill and knowledge acquisition with sufficient intensity, systematic scaffolding, and an explicit focus (Ukrainetz, 2006a). Particular attention must be given to aspects of intervention planning, manipulation of the therapy context, collaboration with relevant stakeholders, specific intervention materials, and prompting because these are among the most likely to differ between the telepractice and in-person service delivery. We discuss these aspects and provide examples.
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