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Purpose: Speech-language pathologists (SLPs) and audiologists from around the world were forced to enter the world of telepractice at the start of the COVID-19 pandemic. This study investigated which types of applications SLPs and audiologists used most frequently at that time. It also examined what the main obstacles then were to provide speech, language, and hearing services through telepractice. Method: A short electronic survey with 13 questions was distributed around the world. In total, 1,466 surveys from SLPs and audiologists from 40 countries were used for the analysis. Most of them (77.4%) delivered care through online real-time communication. A minority (40.1%) also delivered care through videos or exercises that they sent to their clients, 37.8% delivered through face-to-face intervention in the same room, 30.0% delivered through telephone without video, and 21.5% provided distant computer-based treatment. Results: The most frequently used applications were those that establish synchronous video communication with the client (60.5%). SLPs and audiologists reported using applications to create exercises more frequently than applications that contain exercises or training (15.0% vs. 12.0%). The most reported obstacle (31.2%) referred to technical problems (poor Internet connection, poor quality, or poor access to resources). Other frequently reported obstacles included the difficulty to perform assessment or treatment procedures (13.8%), concentration issues during sessions (12.4%), and lack of interaction between professional and client or patient (10.9%). Conclusions: Many SLPs and audiologists reported using telepractice technology, mainly in the form of real-time videoconferencing. However, existing barriers included technical problems such as poor Internet connection.

Purpose The Lidcombe program is a treatment for preschool-age children who stutter. Studies indicate that its implementation is not always straightforward. In this study, challenges that parents and speech-language pathologists (SLPs) encounter when implementing the Lidcombe program were identified, and strategies to address them were sought. Method In Part 1, Lidcombe program treatment challenges were determined from 4 sources. In Part 2, 7 SLPs with 15 to 23 years of Lidcombe program experience were interviewed to develop strategies to respond to the identified treatment challenges. Result A template of the themes and a report with possible strategies are the outcomes of this study. A total of 124 themes were identified, mostly related to the implementation of Lidcombe program procedures. Strategies to deal with these challenges were formulated. Conclusions This study provides treatment challenges that parents or SLPs may encounter during the Lidcombe program. It also provides strategies that SLPs can suggest to address them. An added contribution of the findings is that SLPs in the clinic can now anticipate the sort of treatment challenges that parents may face. A summary of the findings will be made available on the Australian Stuttering Research Centre website and through the Lidcombe Program Trainers Consortium.

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