A Field Study of Telepractice for School Intervention Using the ASHA NOMS K-12 Database

Gabel, Rodney; Grogan-Johnson, Sue; Alvares, Robin; Bechstein, Leah; Taylor, Jacquelyn Y.

doi:10.1177/1525740113503035

Cited by 39 publications

(46 citation statements)

References 16 publications

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“…Coufal et al (2018) compared connected health therapy with face-to-face therapy in a large-scale retrospective study of children between the ages of 6 and 9 years with speech sound disorders, and found no difference in outcomes between the two groups. Other studies have reported similar findings (Grogan-Johnson et al 2013, Gabel et al 2013, Lee 2018.…”

Section: Introductionsupporting

confidence: 75%

“…Previous studies have found that therapy delivered via connected health had comparable results with faceto-face therapy for children with speech sound disorders (Grogan-Johnson et al 2013, Gabel et al 2013, Coufal et al 2018. In the present study, connected health was used to monitor progress, allowing the CSLT to assess the child's production of sounds and to discuss, advise and problem solve with the trained parents on the therapy process.…”

Section: Discussionmentioning

confidence: 87%

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Randomized controlled trial comparing Parent Led Therapist Supervised Articulation Therapy (PLAT) with routine intervention for children with speech disorders associated with cleft palate

Sweeney¹,

Hegarty

Powell³

et al. 2020

Intl J Lang & Comm Disor

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Background A total of 68% of pre‐school children with cleft palate have speech problems requiring speech therapy. There is a lack of access to regular targeted therapy. Parent training leads to positive outcomes in early communication skills in cleft palate and non‐cleft speech disorders. Connected health has been used to address inadequate access to therapy, providing intervention to those who would not otherwise receive therapy. Aims To evaluate the speech, activity and participation outcomes of Parent Led, Therapist Supervised, Articulation Therapy (PLAT) compared with routine speech therapy intervention in parent–child dyads. Methods & Procedures A total of 44 children, aged 2.9–7.5 years, were included in a two‐centre, two‐phase randomized controlled trial. Informed consent and assent were obtained. Participants and speech and language therapists (SLTs) were unblinded to the groups. Parents, in the parent‐trained group (n = 23), attended 2 days’ training, received a detailed speech therapy programme, and undertook intervention over 12 weeks supported by the cleft specialist SLT using FaceTime and one face‐to‐face session. In the control arm (n = 21), parent–child dyads received six therapy sessions over 12 weeks with a research SLT, comparable with usual care. Speech recordings were undertaken pre‐ and post‐intervention. Percent consonant correct (PCC) was analysed by external SLTs blinded to the time and group. Activity and participation were measured using the Intelligibility in Context Scale (ICS) and Focus on Outcomes for Children Under Six (FOCUS) questionnaire. Outcomes & Results There was no evidence of an interaction between Time and Group or an overall statistical difference between groups for PCC scores. There was a statistically significant difference over time for both groups (words: p < 0.002; confidence interval (CI) = 9.38–16.27; d = 0.57; sentences: p < 0.002; CI = 16.04–25.97; d = 0.23). Effect sizes were medium for words and small for sentences. For intelligibility and participation, there was no evidence of an interaction between Time and Group or an overall statistical difference between groups. A statistically significant difference over time was found for intelligibility (F = 29.97, d.f. = 1, 42, p < 0.001, 95 % CI = 1.45–3.15 d = 0.46) and for participation (F = 14.19, d.f. = 1, 41, p < 0.001 95% CI = 7.63–25.03; d = 0.36) with FOCUS results indicating clinically meaningful (parent‐led group) and significant (control group) change in participation. Conclusions & Implications PLAT can be as effective as routine care in changing speech, activity and participation outcomes for children with cleft palate, when supported by a specialist cleft SLT using connected health.

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Section: Introductionsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 87%

Randomized controlled trial comparing Parent Led Therapist Supervised Articulation Therapy (PLAT) with routine intervention for children with speech disorders associated with cleft palate

Sweeney¹,

Hegarty

Powell³

et al. 2020

Intl J Lang & Comm Disor

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show abstract

“…73 Delivery of remote speech therapy is highly acceptable to parents, 74,75 and the outcomes are comparable to in-person therapy. 76,77 Important areas to be addressed with expanding delivery of remote speech therapy include maintenance of patient relationships, interaction with parents and teachers, high fidelity technology, and ongoing training in telepractice for providers. 78 …”

Section: Innovations In Pediatric Hearing Healthcare Deliverymentioning

confidence: 99%

Disparities in access to pediatric hearing health care

Bush

Kaufman²,

McNulty³

2017

Current Opinion in Otolaryngology &Amp; Head &Amp; Neck Surgery

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Purpose of Review There are significant disparities in care facing children with hearing loss. The objective of this review is to assess the current disparities in pediatric hearing healthcare delivery, describe the barriers of efficient and effective pediatric hearing healthcare, and explore the innovations to improve pediatric hearing healthcare delivery. Recent findings Children with hearing loss from certain geographic regions or ethnic background are significantly delayed in diagnosis and treatment. Multiple patient characteristics (presentation of hearing loss), parental factors (insurance status, socioeconomic status, educational status, and travel distance to providers), and provider barriers (specialist shortage and primary care provider challenges) prevent the delivery of timely hearing healthcare. Advances such as improved screening programs and the expansion of care through remote services may help to ameliorate these disparities. Summary Timely identification and treatment of pediatric hearing loss is critical to prevent lifelong language complications. Children from vulnerable populations, such as rural residents, face significant disparities in care. Careful assessment of these barriers and implementation of culturally-acceptable interventions are paramount to maximize communication outcomes of children with hearing loss.

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“…The efficacy and efficiency of telehealth speech pathology in schools, and satisfaction of parent and school staff stakeholders have been investigated [19][20][21][22] with encouraging results.…”

Section: Schools and Telehealthmentioning

confidence: 99%

Speech–language pathology telehealth in rural and remote schools: the experience of school executive and therapy assistants

Fairweather

Lincoln

Ramsden

2017

Rural Remote Health

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Introduction: Difficulties in accessing allied health services, especially in rural and remote areas, appear to be driving the use of telehealth services to children in schools. The objectives of this study were to investigate the experiences and views of school executive staff and therapy assistants regarding the feasibility and acceptability of a speech-language pathology telehealth program for children attending schools in rural and remote New South Wales, Australia. The program, called Come N See, provided therapy interventions remotely via low-bandwidth videoconferencing, with email follow-up. Over a 12-week period, children were offered therapy blocks of six fortnightly sessions, each lasting a maximum of 30 minutes. Methods: School executives (n=5) and therapy assistants (n=6) described factors that promoted or threatened the program's feasibility and acceptability, during semistructured interviews. Thematic content analysis with constant comparison was applied to the transcribed interviews to identify relationships in the data. Results: Emergent themes related to (a) unmet speech pathology needs, (b) building relationships, (c) telehealth's advantages, (d) telehealth's disadvantages, (e) anxiety replaced by joy and confidence in growing skills, and (f) supports. Conclusions: School executive staff and therapy assistants verified that the delivery of the school-based telehealth service was feasible and acceptable. However, the participants saw significant opportunities to enhance this acceptability through building into the program stronger working relationships and supports for stakeholders. These findings are important for the future development of allied health telehealth programs that are sustainable as well as effective and fit the needs of all crucial stakeholders. The results © GC Fairweather, MA Lincoln, R Ramsden 2017. A Licence to publish this material has been given to James Cook University, http://www.jcu.edu.au 2 have significant implications for speech pathology clinical practice relating to technology, program planning and teamwork within telehealth programs.

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A Field Study of Telepractice for School Intervention Using the ASHA NOMS K-12 Database

Cited by 39 publications

References 16 publications

Randomized controlled trial comparing Parent Led Therapist Supervised Articulation Therapy (PLAT) with routine intervention for children with speech disorders associated with cleft palate

Randomized controlled trial comparing Parent Led Therapist Supervised Articulation Therapy (PLAT) with routine intervention for children with speech disorders associated with cleft palate

Disparities in access to pediatric hearing health care

Speech–language pathology telehealth in rural and remote schools: the experience of school executive and therapy assistants

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