Recommendations for Research Design of Telehealth Studies

Chumbler, Neale R.; Kobb, Rita; Brennan, David M.; Rabinowitz, Terry

doi:10.1089/tmj.2008.0108

“…Online public cyber school enrollment in this northeastern state has increased approximately 760% from 2001–2007 (Benefield & Runk, 2008), and students with Individualized Educational Plans (IEPS) constitute 14% of the enrollment in these cyber schools (Müller, 2009). Telepractice in speech-language pathology may be utilized more in these school settings due to existing distance educational technologies, and as such, the viewpoints and data from SLPs providing the telepractice services to these educational environments were included in this study (Alverson et al, 2008; ASHA, 2010; Chumbler, Kobb, Brennan, & Rabinowitz, 2008). …”

Section: Methodsmentioning

confidence: 99%

Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

Tucker¹

2012

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This research surveyed 170 school-based speech-language pathologists (SLPs) in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011) that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology. Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.

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“…For example, a randomized control trial may remain the gold standard and the ultimate test of the final delivery vehicle and its impact on child and adolescent treatment outcome. Yet, earlier testing of the prototype may encourage investigators to look back to the field's historical roots in behavioral theory and analysis to consider models, such as a multiple baseline design, that provide critical feedback about not only the potential role of technology in treatment outcome, but the feasibility and usability of the technology in the hands of the clinician and the clients that they serve (see Chumbler et al, 2008;Grigsby & Bennett, 2006;Kumar et al, 2013a for reviews). If consumers, in other words therapists, children, and families, do not feel comfortable using the technology that is designed and tested in the course of a line of research and, in turn, do not utilize it, technology has little hope to address the challenges that facing the field of children and adolescent mental health.…”

Section: Develop and Test Desired Functionalities Via An Initial Proomentioning

confidence: 99%

Future Directions in the Design, Development, and Investigation of Technology as a Service Delivery Vehicle

Jones¹

2018

Future Work in Clinical Child and Adolescent Psychology

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Treatment outcome research with children and adolescents has progressed to such an extent that numerous handbooks have been devoted to reviewing and summarizing the evidence base. Ensuring that consumers of these advancements in state-of-the-field interventions have the opportunity to access, engage in, and benefit from this evidence-base, however, has been wrought with challenge. As such, much discussion exists about innovative strategies for overcoming the gap between research and practice; yet, no other potential solution that has received more attention in both the popular and academic press than technology. The promise of technology is not surprising given the fast-paced evolution in development and, in turn, a seemingly endless range of possibilities for novel service delivery platforms. Yet, this is precisely the most formidable challenge threatening to upset the very promise of this potential solution: The rate of emerging technologies is far outpacing the field's capacity to demonstrate the conceptual or empirical benefits of such an approach. Accordingly, this paper aims to provide a series of recommendations that better situate empirical enquiry at the core of a collaborative development, testing, and deployment process that must define this line of work if the promise of mental health technologies is going to be a reality for front-line clinicians and the clients they serve. Child and adolescent mental health as a subfield or specialty area in psychology has evolved in a relatively dramatic way from its infancy. As reviewed by others in rich detail, it was not until the early 1960s that "Child Clinical Psychology" became Section 1 of Division 12 ("Clinical Psychology") of the American Psychological Association (APA) (see Erikson, 2013; Routh, 1991; Routh, Patton, & Sanfilippo, 1991, for reviews). In turn, interest evolved for specialty training in child and adolescent service delivery (see Perry, 1978; Routh, 1985a; 1985b, for reviews); however, the "Specialty in Child Clinical Psychology" was not officially recognized by APA until 1988 and Division status, "Division of Child Clinical Psychology" (Division 54; established in 2000), achieved another decade later (with the name change to "Society for Child and Adolescent Psychology" in 2001) (

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“…“Testing” in this proof-of-concept or prototype approach may encourage investigators to think somewhat differently about other aspects of the research design process as well (see Chumbler, Kobb, Brennen, & Rabinowitz, 2008; Enock & McNally, 2012; Grigsby & Bennett, 2006; Kumar et al, 2013a; Nilsen, Riley, Heetderks, 2013; Riley, 2012, for reviews). For example, a randomized control trial may remain the gold standard and the ultimate test of the final delivery vehicle and its impact on child and adolescent treatment outcome.…”

Section: Technology As a Delivery Vehiclementioning

confidence: 99%

“…For example, a randomized control trial may remain the gold standard and the ultimate test of the final delivery vehicle and its impact on child and adolescent treatment outcome. Yet, earlier testing of the prototype may encourage investigators to look back to the field’s historical roots in behavioral theory and analysis to consider models, such as a multiple baseline design, that provide critical feedback about not only the potential role of technology in treatment outcome, but the feasibility and usability of the technology in the hands of the clinician and the clients that they serve (see Chumbler et al, 2008; Grigsby & Bennett, 2006; Kumar et al, 2013a for reviews). If consumers, in other words therapists, children, and families, do not feel comfortable using the technology that is designed and tested in the course of a line of research and, in turn, do not utilize it, technology has little hope to address the challenges that facing the field of children and adolescent mental health.…”

Section: Technology As a Delivery Vehiclementioning

confidence: 99%

“…The question about efficacy is one worthy of serious consideration, however, particularly before designing a study relying on the traditional standard of treatment outcome research to test a technology-delivered approach (see Chumbler et al, 2008; Enock & McNally, 2012; Frueh et al, 2000; Frueh, Monnier, Elhai, Grubaugh, & Knapp, 2004; Grady et al, 2011; Richardson et al, 2009, for reviews). That is, typically in randomized control trials there is a comparison of the proposed treatment (i.e., in this case the technology-delivered or enhanced version) to some type of control group, whether it is minimal intervention or wait-list control or some other iteration.…”

Section: Technology As a Delivery Vehiclementioning

confidence: 99%

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Future Directions in the Design, Development, and Investigation of Technology as a Service Delivery Vehicle

Jones

¹

2014

Journal of Clinical Child & Adolescent Psychology

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Treatment outcome research with children and adolescents has progressed to such an extent that numerous handbooks have been devoted to reviewing and summarizing the evidence base. Ensuring that consumers of these advancements in state-of-the-field interventions have the opportunity to access, engage in, and benefit from this evidence-base, however, has been wrought with challenge. As such, much discussion exists about innovative strategies for overcoming the gap between research and practice; yet, no other potential solution that has received more attention in both the popular and academic press than technology. The promise of technology is not surprising given the fast-paced evolution in development and, in turn, a seemingly endless range of possibilities for novel service delivery platforms. Yet, this is precisely the most formidable challenge threatening to upset the very promise of this potential solution: The rate of emerging technologies is far outpacing the field’s capacity to demonstrate the conceptual or empirical benefits of such an approach. Accordingly, this paper aims to provide a series of recommendations that better situate empirical enquiry at the core of a collaborative development, testing, and deployment process that must define this line of work if the promise of mental health technologies is going to be a reality for front-line clinicians and the clients they serve.

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Recommendations for Research Design of Telehealth Studies

Cited by 15 publications

References 12 publications

Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

Future Directions in the Design, Development, and Investigation of Technology as a Service Delivery Vehicle

Future Directions in the Design, Development, and Investigation of Technology as a Service Delivery Vehicle

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