Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

Purpose Telepractice was extensively utilized during the COVID-19 pandemic. Little is known about issues experienced during the wide-scale rollout of a service delivery model that was novel to many. Social media research is a way to unobtrusively analyze public communication, including during a health crisis. We investigated the characteristics of tweets about telepractice through the lens of an established health technology implementation framework. Results can help guide efforts to support and sustain telehealth beyond the pandemic context. Method We retrieved a historical Twitter data set containing tweets about telepractice from the early months of the pandemic. Tweets were analyzed using a concurrent mixed-methods content analysis design informed by the nonadoption, abandonment, scale-up, spread, and sustainability (NASSS) framework. Results Approximately 2,200 Twitter posts were retrieved, and 820 original tweets were analyzed qualitatively. Volume of tweets about telepractice increased in the early months of the pandemic. The largest group of Twitter users tweeting about telepractice was a group of clinical professionals. Tweet content reflected many, but not all, domains of the NASSS framework. Conclusions Twitter posting about telepractice increased during the pandemic. Although many tweets represented topics expected in technology implementation, some represented phenomena were potentially unique to speech-language pathology. Certain technology implementation topics, notably sustainability, were not found in the data. Implications for future telepractice implementation and further research are discussed.

The study investigated the impact of podcasts and vodcasts accessed through an iPod on fourth- and sixth-grade students’ vocabulary acquisition. Students were randomly assigned to either a podcast group or a vodcast group. Regardless of group assignment, each student completed three six-minute podcasts or vodcasts a day for three days. On average, students learned four out of nine words taught regardless of group assignment. The vodcast group learned significantly more words compared to the podcast group at the receptive level and at the expressive level. Student comments indicated that iPods should be used to teach and to review words.

Telepractice has been recognized as an efficacious service delivery model for more than 15 years. Yet, most speech-language pathologists found themselves ill-prepared to transition in-person clinical services to a digital format in response to the pandemic. Confusion regarding telepractice regulatory, reimbursement, technology, and delivery requirements stemmed from a lack of formal training, as most practicing clinicians lacked graduate preparation in this arena. Graduate speech–language pathology programs were stymied as to specific telepractice knowledge and skills that should be incorporated into a preparatory program. This article outlines a set of telepractice competencies to guide graduate programs and to promote self-evaluation among practicing clinicians. The specified competencies are clustered into three domains: (1) regulatory, reimbursement, and ethics; (2) telecommunications technology; and (3) clinical telepractice. Examples of knowledge and skills specific to each competency are provided. Infusion of the telepractice competencies within the curriculum of three accredited graduate programs is illustrated.

Rural school districts report high rates of job openings for speech-language pathologists (SLPs). Telepractice is a viable service delivery model for addressing personnel shortages in rural schools. Yet, SLPs are graduating with minimal training in this technology-driven service delivery model. In response to the lack of personnel preparation, Linking Kids to the Speech-Language Pathologists (LinKS) program was developed. LinKS trains eight graduate students a year to use telepractice within the context of the school setting. Participating graduate students complete two didactic courses, two telepractice experiences, and one externship in a rural school setting in addition to the requirements of an accredited master's program in Communication Sciences and Disorders (CSD). In Year 1 of LinKS, program completers collectively accrued 180 hours of experience using telepractice including delivery of speech-language services to children presenting with a variety of communication disorders located in the home and school environment. A digital library housing therapy plans and materials is described. Recommendations for CSD programs seeking to develop a similar model are provided.