The Impact of Technology on Teaching, Clinical Practice, and Research

Hallett, Terry L.

doi:10.1044/leader.ftr1.07112002.4

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…Speech-language pathology graduate programs are encouraged to use desktop videoconferencing programs and other technologies to address challenges related to supervisor shortages ( Carlin et al, 2012 ; Hallett, 2002 ; Robinson, Creaghead, Hooper, Watson, & McNeilly, 2007 ). E-supervision provides a technological solution and allows universities to hire qualified individuals to supervise during student teaching practica ( Dudding, 2009 ).…”

Section: Addressing Barriers Through Technologymentioning

confidence: 99%

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

et al. 2013

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In the present feasibility study, e-supervision was used to provide university liaison supervision to speech-language pathology (SLP) graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between in-person and e-supervision, and guide future practice. Results showed e-supervised graduate students perceived that they received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

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Section: Addressing Barriers Through Technologymentioning

confidence: 99%

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

et al. 2013

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“…The use of technology is recommended to address some of the challenges that are faced by graduate programs ( Hallett, 2002 ; Robinson, Creaghead, Hooper, Watson, & McNeilly, 2007 ). More specifically, graduate programs are encouraged to use desktop videoconferencing technology to inexpensively e-supervise graduate students who are placed in remote off-campus practicum settings ( Dudding, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

Promising Practices in E-Supervision: Exploring Graduate Speech-Language Pathology Interns’ Perceptions

et al. 2012

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E-supervision has a potential role in addressing speech-language personnel shortages in rural and difficult to staff school districts. The purposes of this article are twofold: to determine how e-supervision might support graduate speech-language pathologist (SLP) interns placed in rural, remote, and difficult to staff public school districts; and, to investigate interns’ perceptions of in-person supervision compared to e-supervision. The study used a mixed methodology approach and collected data from surveys, supervision documents and records, and interviews. The results showed the use of e-supervision allowed graduate SLP interns to be adequately supervised across a variety of clients and professional activities in a manner that was similar to in-person supervision. Further, e-supervision was perceived as a more convenient and less stressful supervision format when compared to in-person supervision. Other findings are discussed and implications and limitations provided.

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“…[20][21][22][23][24] Since the early 2000s, advances in videoconferencing and related technology (i.e., "teletechnology") have been used in speech-language pathology to enable therapy sessions no matter the distance between the client and the provider. 19,[25][26][27] Using a widely available personal device with internet and video capability, such as a laptop or smartphone, the therapist and client are able to engage in the virtual equivalent of face-to-face therapy. We refer to this as "telepractice" in speech-language pathology, however readers from other fields may know telepractice by its synonyms: telehealth, telemedicine, teletherapy, and telerehabilitation.…”

Section: Teletechnologymentioning

confidence: 99%

“…28 Telesupervision (also called distance supervision, esupervision, or cyber supervision) was introduced around the same time as telepractice. [25][26][27][29][30] Through a videoconferencing platform, the supervisor observes student-led sessions and delivers feedback either in real-time or following the session. Teletechnology has the potential to address some of the limitations of in-person arrangements, specifically the immediacy of feedback in clinical supervision and the adherence to family-centered models of care in early intervention.…”

Section: Teletechnologymentioning

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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The Impact of Technology on Teaching, Clinical Practice, and Research

Cited by 4 publications

References 3 publications

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

Promising Practices in E-Supervision: Exploring Graduate Speech-Language Pathology Interns’ Perceptions

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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