Clinician experiences using standardised language assessments via telehealth

Sutherland, Rebecca; Hodge, Antoinette; Chan, Esther; Silove, Natalie

doi:10.1080/17549507.2021.1903079

Cited by 15 publications

(4 citation statements)

References 14 publications

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“…The use of telehealth is not new, it has been estimated that more than 60% of all health care institutions and Open Access *Correspondence: N.Eddison@nhs.net Eddison et al International Journal for Equity in Health (2022) 21:91 up to 50% of all hospitals in the United States currently use some form of telehealth [3]. Although previously less prevalent in other countries [4,5], the unprecedented events of the COVID-19 pandemic have necessitated a rapid expansion of its use in NHS services [6][7][8][9]. This rapid introduction of telehealth has caused concern regarding equity of access [10], reporting that socioeconomic factors significantly affect patient access to telehealth [10], due to the cost of internet access, and other information and communication technology (ICT).…”

Section: Introductionmentioning

confidence: 99%

The potential impact of allied health professional telehealth consultations on health inequities and the burden of treatment

Eddison

Leone

Healy

et al. 2022

Int J Equity Health

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Background The COVID-19 pandemic resulted in a rapid shift to remote consultations. The study aimed to explore the prevalence of telehealth consultations amongst allied health professional (AHP) services in the UK National Health Service (NHS), and the potential impact on health inequities and burden of treatment for patients. Methods Cross-sectional online survey. Participants were practising UK registered AHP and/or AHP service manager in an NHS/social care/local authority service. Data was collected between May – June 2021. Results 658 participants took part in this study, including 119 AHP service managers, managing a total of 168 AHP services, and 539 clinicians. 87.4% of clinicians and 89.4% of services represented were using telehealth consultations as a method of delivering healthcare, the majority reported their services were planning to continue using telehealth post COVID-19 restrictions. Participants reported a lack of technological skills for patients as the most prevalent barrier affecting the patient’s ability to conduct a telehealth consultation, followed by a lack of technology for patients. These were also reported as the biggest disadvantages of telehealth for patients. The majority of clinicians reported a reduction in the cost of parking/transport to attend hospital appointments as a patient benefit of telehealth consultations. Reported benefits for clinicians included saving travel time/costs and allowing flexible working, while benefits to the AHP service included patient flexibility in how their appointments are conducted and reducing the potential exposure of staff to communicable diseases. Conclusions The current large-scale implementation of telehealth in NHS AHP services may increase disparities in health care access for vulnerable populations with limited digital literacy or access. Consequently, there is a danger that telehealth will be considered inappropriate and thus, underutilised, negating the potential benefits of sustainability, patient empowerment and the reduction in the burden of treatment.

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Section: Introductionmentioning

confidence: 99%

The potential impact of allied health professional telehealth consultations on health inequities and the burden of treatment

Eddison

Leone

Healy

et al. 2022

Int J Equity Health

View full text Add to dashboard Cite

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“…Although various studies provided information regarding the feasibility and effectiveness of tele-health, there are some drawbacks regarding this service. Two survey studies reported that the technical difficulties were one of the challenges therapists faced when providing this service [ 8 , 30 ]. In a qualitative study, participants reported challenges including less patient engagement, difficulty regarding sharing information within the care team, and greater inefficiency when providing mental health [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

Determining the effect of tele-rehabilitation on patients with stutter using the goal attainment scaling (GAS)

Jahromi

Ahmadian

2021

BMC Med Inform Decis Mak

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Background Lack of proper and timely patients' access to speech pathologists can affect the treatment and follow-up process; therefore, patients do not achieve the expected therapeutic goals. The aim of this study was to determine the effect of tele-rehabilitation on the stuttering patients using the goal attainment scaling (GAS). Methods This interventional study was carried out on patients who visited the rehabilitation centers affiliated to the Jahrom Welfare Office. They underwent remote speech therapy using Skype. To evaluate the treatment outcomes of the stuttering patients, GAS was used. Results The participants' speech and lingual skills improved using videoconferencing. The mean score of total GAS for patients was 53.08. Of 112 health goals, patients reached the expected or higher than expected levels in 78 goals. Conclusions Rehabilitation through video conferencing was effective for patients with stuttering, improved their speech, and decreased their stuttering. Since, application of remote rehabilitation services can provide regular access to healthcare services, it can lead to improving patient treatment provide more frequent and faster treatment follow-up.

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“…Their qualitative reports suggested that the primary obstacle was overcoming technical issues in virtual assessment, but that otherwise virtual assessments were easy to conduct, and still allowed for connection with clients throughout the pandemic. 15 Now that working remotely is so commonplace, it is likely that virtual clinical assessment and research techniques will remain a trend in the future, especially considering that in 2021, a reported 82% of US employees and 80% of Canadian employees indicated interest in working from home at least some of the time after the pandemic ends. 14 Owing to the fact that virtual care is a relatively new service delivery model in both clinical work and research, there is still a subsequent paucity of literature related to its application.…”

Section: Introductionmentioning

confidence: 99%

“…31 There have been few studies that have evaluated validity of commonly used oral language and literacy assessments for virtual use in the paediatric schoolaged population. 28 Of the published studies exploring validation of virtual use of standardized language and literacy assessments, there is some evidence to suggest that certain subtests of the CELF are valid (CELF-4) 32 and amenable (CELF-5) 15 for use in a virtual setting. In addition, the makers of the Test of Integrated Language and Literacy Skills (TILLS) conducted a study in 2020, which reportedly validates their product for virtual use, as Tele-TILLS.…”

Section: Introductionmentioning

confidence: 99%

Towards development of guidelines for virtual administration of paediatric standardized language and literacy assessments: Considerations for clinicians and researchers

et al. 2021

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Objectives: Previous virtual care literature within the field of speech-language pathology has primarily focused on validating the virtual use of intervention programmes. There are fewer articles addressing the validity of conducting virtual assessments, particularly standardized assessment of oral language and literacy abilities in children. In addition, there is a lack of practical, useful recommendations available to support clinicians and researchers on how to conduct these assessment measures virtually. Given the recent rapid rise in virtual care and research as a result of the Coronavirus-19 pandemic, clinicians and researchers require guidance on best practices for virtual administration of these tools imminently. This article seeks to fill this gap in the literature by providing such recommendations. Methods: We (a) completed a narrative review of the extant literature, and (b) conducted semi-structured interviews with a group of 12 clinicians, students and researchers who had administered standardized language and literacy assessments with a variety of monolingual and multilingual school-aged children, with and without speech and language difficulties, in clinical and research settings. Six themes: candidacy for virtual assessment, communication and collaboration with caregivers, technology and equipment, virtual administration, ethics, consent and confidentiality, and considerations for bilingual populations were identified as a result of these two processes and were used to develop a set of recommendations to guide the use of standardized assessments in a virtual setting. In line with the Guidelines International Network, these recommendations were rated by group members, and reviewed by external stakeholders. A quasi-Delphi consensus procedure was used to reach agreement on ratings for recommendations. Results: We have developed and outlined several recommendations for clinicians and researchers to guide their use of standardized language and literacy assessments in virtual care, across six key themes. Conclusions: This article is one of the first to share practical recommendations for virtual assessment in the domain of oral language and literacy assessment for clinicians and researchers. We hope the current recommendations will facilitate future clinical research in this area, and as the body of research in this field grows, this article will act as a basis for the development of formal Clinical Practice Guidelines.

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Clinician experiences using standardised language assessments via telehealth

Cited by 15 publications

References 14 publications

The potential impact of allied health professional telehealth consultations on health inequities and the burden of treatment

The potential impact of allied health professional telehealth consultations on health inequities and the burden of treatment

Determining the effect of tele-rehabilitation on patients with stutter using the goal attainment scaling (GAS)

Towards development of guidelines for virtual administration of paediatric standardized language and literacy assessments: Considerations for clinicians and researchers

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