A Model of Early Intervention for Children with Hearing Loss Provided through Telepractice

Houston, K. Todd; Stredler-Brown, Arlene

doi:10.17955/tvr.112.3.m.710

Cited by 32 publications

(22 citation statements)

References 18 publications

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“…One paper 39 referred to specific telepractice training provided by an external organisation while another 44 indicated that staff training was provided, but neither of these papers specified the content or structure of the training programmes. Two papers 40,42 mentioned the availability of self-directed, online tutorials from equipment manufacturers but did not mandate their use.…”

Section: Resultsmentioning

confidence: 99%

“…The use of telepractice was viewed positively in the majority of papers with several reporting mixed conclusions. These five papers 1,42,49,50,56 suggested that, although early results were encouraging, more data was required. Three of these papers 49,50,56 specifically suggested that telepractice could only supplement, but not replace, in-person sessions.…”

Section: Discussionmentioning

confidence: 99%

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Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review

2018

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Introduction The use of telepractice, a method of delivering services through telecommunications technologies that provides two-way, synchronous audio and video signals in real-time, is becoming increasingly commonplace in early childhood education and intervention for children who are deaf or hard of hearing. Although the use of telepractice has been validated in the health sector as a viable and effective alternative to in-person service provision, evidence to support its use in the delivery of family-centred early intervention is still emerging. The purpose of this scoping review was to describe the current use of telepractice in the delivery of family-centred early childhood intervention for children who are deaf or hard of hearing, and their families. Method The review followed the framework outlined by the Joanna Briggs Institute (2015), including an iterative three-step search strategy. Specific inclusion criteria and data extraction fields were outlined in advance. Results A total of 23 peer-reviewed publications were included in the review. Most publications (70%) provided anecdotal evidence of the challenges and benefits associated with telepractice. The remaining publications (30%) reported on research studies evaluating the effectiveness of early intervention delivered through telepractice. Of the 23 included papers, 18 viewed the use of telepractice positively while the remaining 5 reported mixed conclusions and the need for more data. Discussion Current evidence in the literature indicates that telepractice can be an effective model for delivering family-centred early intervention for children who are deaf or hard of hearing. However, more research is needed to substantiate the use of telepractice as a viable alternative to traditional in-person services, rather than being seen as supplemental to such services.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review

2018

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“…The use of asynchronous methods, including store and forwarding of clinical data to professionals anywhere in the world or the use of web-based software supporting synchronous two-way communication, has provided alternatives for audiology service delivery. 14 Emerging studies over the past 10 years have evaluated the reliability and validity of tele-audiology systems across the areas of screening through to diagnostic testing and intervention services, evaluating operational reliability and cost implications, and concluded that although tele-audiology services were both reliable and feasible across patient populations, minimal studies have been conducted on children. 15–17 A summary of research pertaining to the use of telepractice in speech–language pathology and audiology recommended investigating its use in the paediatric population.…”

Section: Introductionmentioning

confidence: 99%

The use of telehealth services to facilitate audiological management for children: A scoping review and content analysis

Govender

Mars

2016

J Telemed Telecare

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Approximately 32 million children globally present with disabling hearing loss. Despite evidence describing the negative consequences of hearing loss, there is still a lack of hearing screening programmes in South Africa. Audiologists have been exploring the use of information and communication technologies (tele-audiology) to provide services to children and it is currently being evaluated to determine its feasibility. Aims We aim to describe tele-audiology services conducted to facilitate audiological management for children in both the rural and urban context and to determine the strengths, challenges and clinical implications of such services. Methods A scoping review was conducted by searching for peer-reviewed publications from five databases. Inclusion criteria and search strategies were outlined. Results Of the 23 studies that met the inclusion criteria, reliability of automated testing was comparable to conventional testing; however, these studies were based primarily on screening programmes. Eight (35%) of the 23 papers were concordance studies evaluating feasibility and validity of tele-audiology systems when compared with conventional testing, while one study (4%) evaluated a tele-audiology service. A further four studies (17%) evaluated the feasibility of introducing telehealth methods to evaluate middle ear pathology. Tele-auditory brainstem response was investigated in three studies (13%) and another five (22%) used smartphone and/or iPad technology to screen hearing. Only two studies (9%) evaluated the feasibility of providing intervention through telehealth methods. All included studies demonstrated improved access to and coverage of rural areas. Services such as video otoscopy and synchronous (online) hearing testing in remote areas were successfully implemented. Challenges included lack of diagnostic studies, inadequate training of staff and the need to standardize protocols and procedures in order to ensure that tele-audiology services are provided in a standardized and valid manner. Conclusion Tele-audiology services are feasible and can be useful in identifying auditory pathology for children in rural and remote areas.

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“…As I explored the topic of technology and applications further with my students, I learned that some of them were adamant about the superiority of traditional therapy methods and materials. This led to engaging discussions about the efficacy of technology and applications and whether their use made an SLP or a teacher of students who are deaf or hard-of-hearing more effective (Beal-Alvarez & Cannon, 2014; Brady, Theimann-Bourque, Fleming, & Matthews, 2013; Chiong & Shuler, 2010; Costigan & Light, 2010; Courduff & Szapkiw, 2015; Da Fonte & Boesch, 2016; Des Roches, Balachandran, Ascnso, Tripodis, & Kiran, 2015; Grogan-Johnson et al, 2013; Houston & Stredler-Brown, 2012; Light & McNaughton, 2013; Little Bee Speech, 2015; McGlynn-Stewart et al, 2017; Snape & Maiolo, 2013).…”

Section: Teachingmentioning

confidence: 99%

An American Professor in Armenia: Reflections on Special Education, Speech-Language Pathology, and University Teaching

Miller

2018

Communication Disorders Quarterly

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The author recounts his experience as a Fulbright U.S. Scholar in the Department of Special Education at Armenian State Pedagogical University in Yerevan during the fall of 2016. He describes the Fulbright U.S. Scholar Program, especially as it pertains to Armenia, and explores the current state of special education in Armenia, specifically inclusion and its impact on students, families, and faculty. The author describes courses he taught for students majoring in speech–language pathology or the education of students who are deaf or hard-of-hearing as well as guest lectures given in Yerevan and elsewhere in Armenia. In addition, he describes a research project he initiated at an elementary school in Yerevan. He concludes with insights gained from this experience.

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A Model of Early Intervention for Children with Hearing Loss Provided through Telepractice

Cited by 32 publications

References 18 publications

Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review

Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review

The use of telehealth services to facilitate audiological management for children: A scoping review and content analysis

An American Professor in Armenia: Reflections on Special Education, Speech-Language Pathology, and University Teaching

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