Introduction
Teletherapy has emerged as a key method for delivering speech-language pathology services in schools, driven by technology advancements and the need for accessible care during disruptions to in-person services. A growing body of research supports the efficacy of teletherapy in schools, highlighting its potential to effectively address speech and language disorders among students.
Research-Backed Effectiveness
According to the American Speech-Language-Hearing Association (ASHA), the effectiveness of teletherapy as a service delivery model in the schools is well documented. For example, a systematic review published in the International Journal of Telerehabilitation analyzed multiple studies and found that both telehealth and in-person participants made significant and similar improvements across various outcome measures. The review concluded that there is promising evidence to support telehealth for delivering SLP intervention services to school-age children.
Similarly, a critical review from the University of Western Ontario evaluated multiple studies and reported that telepractice is an effective model for delivering SLP services to school-aged children with speech and language disorders. The studies reviewed indicated that participants receiving teletherapy showed improvements comparable to those receiving traditional in-person therapy.
Family Satisfaction
Parental involvement is crucial in pediatric speech therapy, and teletherapy has been shown to facilitate this engagement effectively. A study published in JMIR Pediatrics and Parenting reported that both parents and students expressed satisfaction with telepractice services, noting improvements in students’ speech and language abilities, increased engagement with therapy, and enhanced motivation for learning.
Challenges and Considerations
While the benefits of teletherapy are substantial, certain challenges must be acknowledged. The efficacy of teletherapy can be influenced by factors such as the severity of the speech or language disorder, the child’s comfort with technology, and the availability of a stable internet connection. Additionally, some studies have noted that the success of telepractice is somewhat dependent on external support, such as use of a well-trained facilitator or e-helper to assist with sessions.
Summary
Evidence supports teletherapy as an effective alternative to traditional therapy, offering benefits like cost savings, accessibility, and high satisfaction. However, individual circumstances must be considered to optimize outcomes.
For additional reading, here are several evidenced based sources that discuss the efficacy of teletherapy for speech-language pathology services in school-aged children:
The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review
This systematic review analyzed multiple studies and found that both telehealth and in-person participants made significant and similar improvements across various outcome measures, supporting telehealth as a promising service delivery method for speech-language pathology interventions in school-aged children.
Efficacy of Telepractice for Speech-Language Pathology Services
This critical review evaluated several studies and concluded that telepractice is an effective model for delivering speech-language pathology services to school-aged children with speech and language disorders, with participants showing improvements comparable to those receiving traditional in-person therapy.
Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: The Qualitative View
This article reports on the perspectives of speech-language pathologists regarding the use of telepractice in school settings, highlighting both benefits and challenges associated with its implementation.
Speech-Language Teletherapy Services for School-Aged Children During the COVID-19 Pandemic: Lessons Learned and Future Directions
This study examined how school-based speech-language pathologists maintained clinical services via teletherapy during the COVID-19 pandemic, discussing the effectiveness and challenges of teletherapy in school settings.
Parent/Caregiver Views of the Effectiveness of Speech-Language Pathology Telepractice During COVID-19
This study explored parent and caregiver perspectives on the effectiveness of speech-language pathology services delivered via telepractice during the COVID-19 pandemic, providing insights into satisfaction levels and perceived outcomes.
These sources offer comprehensive insights into the effectiveness, benefits, and considerations of implementing teletherapy for speech-language services in schools.
Camden, C., Silva, M., Rivard, L., & Kaufman, M. (2020). The efficacy of telehealth-delivered speech and language intervention for primary school-age children: A systematic review. International Journal of Telerehabilitation, 12(2), 1-19. https://doi.org/10.5195/ijt.2020.6328
Stoliker, B. (2020). Efficacy of telepractice for speech-language pathology services. University of Western Ontario Evidence-Based Practice, 1-12. Retrieved from https://www.uwo.ca/fhs/lwm/teaching/EBP/2020_21/Stoliker.pdf
Tucker, J. K. (2012). Perspectives of speech-language pathologists on the use of telepractice in schools: The qualitative view. International Journal of Telerehabilitation, 4(2), 47-60. https://doi.org/10.5195/ijt.2012.6102
Sutherland, R., Hodge, M. A., Tiam, Y. M., & Bendall, R. (2021). Speech-language teletherapy services for school-aged children during the COVID-19 pandemic: Lessons learned and future directions. Communication Disorders Quarterly, 42(3), 158-168. https://doi.org/10.1080/10824669.2021.1906249
Wales, K., Skinner, L., & Hayman, M. (2021). Parent/caregiver views of the effectiveness of speech-language pathology telepractice during COVID-19. Language, Speech, and Hearing Services in Schools, 52(3), 839-854. https://doi.org/10.1044/2021_LSHSS-21-00071
