School-based language screening among primary school children using telepractice: A feasibility study from India

Raman, Nitya; Nagarajan, Roopa; Venkatesh, Lakshmi; Monica, Dorothy; Ramkumar, Vidya; Krumm, Mark

doi:10.1080/17549507.2018.1493142

Cited by 21 publications

(30 citation statements)

References 18 publications

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“…In recent years, there have been attempts in India to provide services via telepractice in Speech-language Therapy and Audiology mainly with respect to audiological services (Ramkumar, Rajendran, Nagarajan, Balasubramaniyan, & Suresh, 2018;2019) and language screening (Raman et al, 2019). However, most of these studies have been single centre studies or confined to a single geographical location of the state of Tamil Nadu in India.…”

Section: Introductionmentioning

confidence: 99%

Uptake of telepractice among speech-language therapists following COVID-19 pandemic in India

Aggarwal¹,

Patel²,

Ravi

2020

Speech, Language and Hearing

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Uptake of telepractice has drastically increased among speech-language therapists (SLTs) following the COVID-19 pandemic. This study aimed to explore the sudden uptake of telepractice in India among SLTs. An online survey consisting of 20 questions was carried out between 4 and 17 May 2020 using Google form. The participants comprised of SLTs who indicated that they had shifted their services to telepractice during the COVID-19 pandemic. Descriptive analysis was used to summarize the findings. Eighty-four SLTs participated in the study, working across different work settings and from 21 to 53 years of age. Forty-nine percent of SLTs had conducted more than 11 telepractice sessions, 89% conducted only individual sessions. Further, 85% had a mostly paediatric caseload with 75% working with child language disorders. They learnt about telepractice in a range of ways including from colleagues (19%), social media and the internet (18%), formal education (24%), reading (8%) and experience (8%). Overall, SLTs exhibited a positive attitude towards the use of telepractice. The most common platform used was WhatsApp video calling feature (82%), although more than one platform was being used. The greatest challenges faced were dealing with network issues (38%) and lack of cooperation from the child during sessions (27%). The findings highlight an acceptance and uptake towards telepractice. This might pave the path for serious consideration for telepractice in the field of speech-language therapy in India in the future.

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Section: Introductionmentioning

confidence: 99%

Uptake of telepractice among speech-language therapists following COVID-19 pandemic in India

Aggarwal¹,

Patel²,

Ravi

2020

Speech, Language and Hearing

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“…Of these 35, 30 were excluded as they either discussed intervention or treatment in language and literacy rather than assessment; or were conducted on preschool or adult populations rather than with school-aged children; or were conducted face-to-face rather than virtually. Only five specifically addressed virtual language or literacy assessment and screening in a virtual setting with school-aged children, 32 , 63 – 65 Three papers discussed issues pertaining to language assessment, and two examined validity and reliability of conducting literacy assessments online. See Table 1A in Supplemental Appendix A for a summary of these articles.…”

Section: Methodsmentioning

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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“…Most standardized language assessment tools have been developed and normed for FTF administration, raising the question of whether there is agreement between FTF and TA scores in children. However, studies comparing FTF and TA scores on children's language performance have generally found no significant differences between the two modes, whether in receptive or expressive language abilities on standardized norm-referenced language assessments [3,[14][15][16][17][18]. Furthermore, Ciccia et al [14] examined the feasibility of speech, language, and hearing screening for TA in children up to 6 years of age via video chat and found similar scores to FTF assessments.…”

Section: Tele-assessmentmentioning

confidence: 99%

Tele-Assessment of Oral Personal Narratives in Arabic- and Hebrew-Speaking Children Using the Global TALES Protocol

Ferman,

Kawar

2023

Folia Phoniatr Logop

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Introduction: Tele-assessment has the potential to enhance access to speech therapy. This preliminary study aimed to investigate the impact of assessment mode [face-to-face (FTF) vs tele-assessment (TA)] on the microstructure level and chosen topics of personal narratives produced by Arabic-speaking and Hebrew-speaking school-age children living in Israel. We also investigated whether performance variations, if evident, could be attributed to the children’s language/culture. Methods: Eighty-nine 10-year-old children, 38 Arabic-speaking and 51 Hebrew-speaking, living in Israel, participated in this study. Forty participants were assigned to a TA group (via zoom) and 49 to a FTF group. All participants were assessed using the Global TALES protocol, generating six personal narratives each. The narratives were analyzed regarding the following microstructural measures: total number of words (TNW), total number of utterances (TNU), number of different words (NDW) and mean length of utterance in words (MLU-W). Additionally, each narrative was categorized into a topic according to the Global TALES protocol. Results: The analysis revealed no significant main effect of assessment mode on any of the microstructure measures. However, a significant interaction effect between language/culture and assessment mode was found for TNU and MLU-W, with a significant main effect for TNU exclusively in the Arabic narratives, with the Arabic-speaking children producing more utterances through FTF compared to TA. Across language/culture groups, there was a significant effect of assessment mode on the chosen topic. Additionally, there were significantly higher scores in the Hebrew compared the Arabic narratives in all microstructure measures, and language/culture also influenced the chosen topics. Conclusions: The results support the feasibility of TA mode for assessing personal narratives in school-aged children, using the Global TALES protocol. However, the results also suggest that TA results may be affected by the language/culture of the narrator. Finally, the findings highlight the potential influence of TA on the chosen topics of personal narratives, perhaps due to a decrease in the quality of communication in TA.

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School-based language screening among primary school children using telepractice: A feasibility study from India

Abstract: Feasibility of conducting school-based language screening using multiple internet options and help of a facilitator at school demonstrates promise for delivery of services by SLP in resource constrained contexts such as India.

Cited by 21 publications

References 18 publications

Uptake of telepractice among speech-language therapists following COVID-19 pandemic in India

Uptake of telepractice among speech-language therapists following COVID-19 pandemic in India

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

Tele-Assessment of Oral Personal Narratives in Arabic- and Hebrew-Speaking Children Using the Global TALES Protocol

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