Telepractice in Speech–Language Therapy: The Use of Online Technologies for Parent Training and Coaching

Snodgrass, Melinda R.; Chung, Moon Yong; Biller, Maysoon F.; Appel, Katie E.; Meadan, Hedda; Halle, James W.

doi:10.1177/1525740116680424

Cited by 70 publications

(48 citation statements)

References 51 publications

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“…In other words, digital programs should utilize validated interventions while varying the delivery modality. For example, Snodgrass et al ( 2017 ) described reframing direct child interventions into parent coaching interventions through telehealth. As such, evaluation of digital programs based on validated interventions should strive to understand how the digital modality impacts parent learning and child outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…For example, a fully asynchronous, internet-based intervention in stuttering may be beneficial for instructing parents about identification of stuttering, knowledge about conducting practice sessions, and how to present intervention strategies as a part of the Lidcombe Program (van Eerdenbrugh et al 2018 ). In the domain of telehealth, parent-implemented interventions may include synchronous content in which the content is presented in real-time albeit geographically distant as well as asynchronous content in which content is provided for the parents to complete independently (e.g., online module) (Snodgrass et al 2017 ). For example, telehealth training of the Early Start Denver Model (i.e., a behavioral approach for children with autism) with both synchronous and asynchronous content (e.g., email, instructional modules) facilitated higher parent fidelity gains and program satisfaction than an in-person, treatment-as-usual group (Vismara et al 2018 ).…”

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confidence: 99%

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Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

et al. 2020

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No review to date has focused on evaluating the use of videos and digital media in parent-implemented interventions for parents of children with primary language or speech sound disorder (LD/SSD). Research objectives guiding this scoping review included an evaluation of (a) use of videos and/or other digital media in parent-implemented interventions; (b) use of videos and/or other digital media in asynchronous content; (c) the role of the parent as learner; and (d) the program impact on parents and children. This review followed a five-stage framework: (a) identify research questions; (b) identify relevant studies; (c) select studies; (d) chart the data; and (e) collate, summarize and report the results. Ten studies were included. No program included parents of children with speech disorders. One fully asynchronous program was identified, though many programs included videos concurrent with direct instruction. No study described the parent as learner and only four studies examined parent satisfaction and perceptions. These four studies directly measured specific parent behavior and results indicated that the programs had a positive impact on parents' interactions. Nine of the ten studies included child outcomes. This low volume of studies suggests limited work in this area. The review describes research gaps and future directions.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

et al. 2020

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“…Telepractice services have been perceived positively by caregivers of young children with ASD (e.g., Vismara, Young, & Rogers, 2012; Wainer & Ingersoll, 2015). Caregivers have been able to successfully embed intervention strategies when individual coaching is provided via telepractice (e.g., Meadan et al, 2016; Pickard, Wainer, Bailey, & Ingersoll, 2016; Snodgrass et al, 2017; Vismara et al, 2012; Wainer & Ingersoll, 2015). A recent pilot RCT of Project ImPACT online, a parent-mediated reciprocal imitation training, compared self-directed and therapist-assisted telehealth intervention for children with ASD (Ingersoll, Wainer, Berger, Pickard, & Bonter, 2016).…”

Section: Solutions To Bridge the Research-to-community Practice Gapmentioning

confidence: 99%

Changing Developmental Trajectories of Toddlers With Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice

Wetherby

Woods

Guthrie

et al. 2018

J Speech Lang Hear Res

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Purpose The need for community-viable, evidence-based intervention strategies for toddlers with autism spectrum disorder (ASD) is a national priority. The purpose of this research forum article is to identify gaps in intervention research and needs in community practice for toddlers with ASD, incorporate published findings from a randomized controlled trial (RCT) of the Early Social Interaction (ESI) model (Wetherby et al., 2014) to illustrate community-based intervention, report new findings on child active engagement from the ESI RCT, and offer solutions to bridge the research-to-community practice gap. Method Research findings were reviewed to identify gaps in the evidence base for toddlers with ASD. Published and new findings from the multisite ESI RCT compared the effects of two different ESI conditions for 82 toddlers with ASD to teach parents how to support active engagement in natural environments. Results The RCT of the ESI model was the only parent-implemented intervention that reported differential treatment effects on standardized measures of child outcomes, including social communication, developmental level, and adaptive behavior. A new measure of active engagement in the natural environment was found to be sensitive to change in 3 months for young toddlers with ASD and to predict outcomes on the standardized measures of child outcomes. Strategies for utilizing the Autism Navigator collection of web-based courses and tools using extensive video footage for families and professional development are offered for scaling up in community settings to change developmental trajectories of toddlers with ASD. Conclusions Current health care and education systems are challenged to provide intervention of adequate intensity for toddlers with ASD. The use of innovative technology can increase acceleration of access to evidence-based early intervention for toddlers with ASD that addresses health disparities, enables immediate response as soon as ASD is suspected, and rapidly bridges the research-to-practice gap. Presentation Video https://doi.org/10.23641/asha.7297817

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“…Similar to in-person treatment, clinicians using telepractice work with families of young children through parent coaching, online training, and consultation. [65][66][67]76 Teletechnology adds helpful distance between the therapist and the child. This distance may facilitate greater fidelity to best practice guidelines (i.e., parent coaching rather than direct therapy with the child) and allow parents to develop more agency in the process.…”

Section: Early Interventionmentioning

confidence: 99%

“…Similar to the benefits discussed in relation to telesupervision, teletechnology can increase access to therapy services for those who live in rural, remote, or otherwise underserved areas. 19,67,[76][77] Telepractice also allows for optimization of frequency and intensity of service delivery. Typical in-person speech-language pathology sessions are 30-60 minutes, once to twice per week.…”

Section: Figure 5 Screenless Teletherapy In Actionmentioning

confidence: 99%

Screenless Teletherapy and Silent Telesupervision: Leveraging Technology for Innovative Service Delivery and Clinician Training in Speech-language Pathology during the COVID-19 Era

Beiting¹,

Nicolet²

2020

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The COVID-19 pandemic has upended traditional models of education and health care. Despite having a well-established evidence base, videoconferencing and related technology (i.e., “teletechnology”) were rarely utilized by most speech-language pathologists (SLPs) prior to March 2020. As operations were forced to move online, there was a rapid, unprecedented, and near-universal adoption of teletechnology for service delivery and clinical education. However, there was little time for program modification and training. Nine months later, we have settled into the transition and are able to reflect on the evidence base and potential benefits of operating through a new modality. This report begins by outlining commonalities in theoretical models of clinical supervision and early intervention service delivery. We discuss how teletechnology fits into—and potentially enhances—the framework. Next, we summarize the historical use of technology in SLP clinical training and service delivery, specifically, how it can be leveraged to support access, processes, and outcomes. Although SLPs are trained to serve the full range of clinical populations, we focus on their role in early intervention (i.e., services for children from birth to age five). Then, we expand upon the current research evidence with a practical discussion of quickly-developing anecdotal support for innovative practices, including “screenless coaching” and “silent supervision.” Although there are significant benefits to teletechnology, we conclude by recognizing potential limitations and discussing needs for future research. This report is written from the perspective of two experienced SLPs; however, the discussion is relevant to other therapeutic fields.

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Telepractice in Speech–Language Therapy: The Use of Online Technologies for Parent Training and Coaching

Cited by 70 publications

References 51 publications

Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

Changing Developmental Trajectories of Toddlers With Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice

Screenless Teletherapy and Silent Telesupervision: Leveraging Technology for Innovative Service Delivery and Clinician Training in Speech-language Pathology during the COVID-19 Era

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