Entering the Digital Therapy Room

Abstract

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.

Implementing Strategy-Based Instruction for Struggling Writers via Telepractice

“…This will support understanding how to make some of these logistical adaptations. For additional recommendations for implementing telepractice with schoolchildren, see the studies by Bolden and Grogan-Johnson (2022) and Kester (2022).…”

Pediatric Language Assessment and Intervention Using a Telepractice Service Delivery Model

“…Following assessment, Bolden and Grogan-Johnson (2022) offer a framework for language intervention provided through telepractice. Under current conditions, SLPs have been thrust into telepractice service delivery.…”

“…After reviewing the range of service delivery models available to the practicing SLP, the authors summarize the current evidence base for language intervention delivered to children through telepractice services. An adequate evidence base is not always available to the SLP for intervention, regardless of service delivery model (Cirrin & Gillam, 2008), so Bolden and Grogan-Johnson (2022) suggest implementing the framework provided by Ukrainetz (2006) to ensure that language intervention delivered by telepractice maintains a therapeutic focus and will likely result in client progress. This framework includes (1) repeated opportunities with sufficient intensity, (2) systematic scaffolding, and (3) an explicit focus (Ukrainetz, 2006).…”