Psychosocial Factors, but Not Professional Practice Skills, Linked to Self-Perceived Effectiveness of Telepractice in School-Based Speech and Language Therapists during COVID-19 Pandemic

Autor/inn/en	Lam, Joseph Hin Yan; Chiu, Ming Ming; Lee, Stephen Man Kit; Tong, Shelley Xiuli
Titel	Psychosocial Factors, but Not Professional Practice Skills, Linked to Self-Perceived Effectiveness of Telepractice in School-Based Speech and Language Therapists during COVID-19 Pandemic
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 1, S.111-123 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lam, Joseph Hin Yan) ORCID (Chiu, Ming Ming) ORCID (Lee, Stephen Man Kit) ORCID (Tong, Shelley Xiuli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12773
Schlagwörter	COVID-19; Pandemics; School Closing; Speech Language Pathology; Allied Health Personnel; Videoconferencing; Program Effectiveness; Barriers; Professional Development; Attitudes; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Attitude; Einstellung; Verhalten; Ausland; Hongkong
Abstract	Background: Face-to-face class suspensions during the coronavirus disease (COVID-19) pandemic in 2019 increased telepractice in speech and language therapy. However, little is known about speech and language therapists' (SLTs) perceived effectiveness of telepractice and its antecedents. Aims: To examine the use of telepractice and the factors affecting its perceived effectiveness in Hong Kong mainstream schools during COVID-19. Methods & Procedures: Seventy-two school-based Hong Kong SLTs completed a 110-item online survey with six structural components: (1) concerns, (2) adoption, (3) student selection criteria, (4) perceived effectiveness, (5) continuous professional development and (6) attitudes/beliefs. Outcomes & Results: Over 90% of respondents adopted telepractice during the pandemic. Confirmatory factor analysis identified reliable constructs from their component measures. These participants reported great telepractice difficulties (especially in therapy preparation and managing students' attention and/or communication). Mixed-response analysis revealed that psychosocial factors (i.e., students' engagement and SLTs' attitudes towards telepractice) but not professional practice skill factors (i.e., student client selection criteria and SLTs' years of experience in school settings) contributed to SLTs' self-perceived effectiveness of telepractice. Conclusions & Implications: Our findings suggest that psychosocial factors play a more important role than professional practice skill factors in the self-perceived effectiveness of telepractice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01