Providing Telepractice in Schools during a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists

Autor/inn/en	Hall-Mills, Shannon; Johnson, Lakeisha; Gross, Melissa; Latham, Don; Everhart, Nancy
Titel	Providing Telepractice in Schools during a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 2, S.290-306 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall-Mills, Shannon) ORCID (Johnson, Lakeisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Allied Health Personnel; Speech Language Pathology; COVID-19; Pandemics; Technology Uses in Education; Knowledge Level; Student Participation; Family Involvement; Locus of Control; Success; Student Needs; Teleconferencing; Program Effectiveness; Attitudes; Experience; Barriers; Preschool Education; Elementary Secondary Education; Student Characteristics; Institutional Characteristics; Florida; United States + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Erfolg; Telekonferenz; Attitude; Einstellung; Verhalten; Erfahrung; Pre-school education; Vorschulerziehung; USA
Abstract	Purpose: The main objective of this study was to gain insight into school-based speech-language pathologists' (SLPs') perspectives on and experiences with telepractice as a service delivery model at the onset of the COVID-19 global pandemic. A better understanding of the facilitating and challenging factors that belie telepractice-based services will guide the creation of training and resource development to further support remote speech-language services in schools. Method: Four focus group sessions using a semistructured format were conducted with 22 school-based SLPs from 14 states in the United States. The focus groups provided an opportunity for SLPs to reflect on their telepractice experiences, including pros and cons, necessary knowledge and skills, factors impacting telepractice service delivery, and student and family participation. Inductive thematic analysis was used to describe the collective experiences and perspectives of the participants. Results: Three themes regarding telepractice emerged: technology use, locus of control for decision making, and student and family engagement. Participants reported experiencing a range of successes and challenges when attempting to meet students' needs and identified gaps in resources and school capacity for telepractice. Conclusions: The findings revealed how school SLPs experienced telepractice service delivery during the remote learning portion of the 2019-2020 school year due to the onset of the COVID-19 pandemic. The study increases our understanding of factors that facilitated and challenged the effective delivery of speech-language services via telepractice. To assist SLPs in future telepractice efforts, implications for professional development and further research are provided. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01