天美传媒

Telepractice; Pediatric speech-language disorders; Assessment; Intervention; Speech-language pathologists

Introduction

Telepractice, also known as telehealth or teletherapy, has emerged as a valuable tool in the field of speech-language pathology (SLP), particularly in the assessment and intervention of pediatric speechlanguage disorders. With advancements in technology and increasing access to high-speed internet, telepractice offers a convenient and effective alternative to traditional in-person therapy [1]. This article explores the role of telepractice in diagnosing and treating pediatric speech-language disorders, drawing on the opinions and experiences of speech-language pathologists (SLPs) who have embraced this mode of service delivery [2,3]. Telepractice involves the delivery of speechlanguage pathology services using telecommunications technology, such as video conferencing, to connect SLPs with clients remotely. This approach allows SLPs to conduct assessments, provide therapy sessions, and monitor progress without the need for face-to-face interaction. Telepractice can be particularly beneficial for children with speech-language disorders who face barriers to accessing traditional inperson services, such as geographic distance, transportation challenges, or limited availability of qualified SLPs. Telepractice, also known as telehealth or teletherapy, has emerged as a transformative approach in the field of speech-language pathology (SLP), particularly in the assessment and intervention of pediatric speech-language disorders [4,5]. This mode of service delivery utilizes telecommunication technologies to connect speech-language pathologists (SLPs) with pediatric clients remotely, overcoming barriers such as geographic distance, transportation challenges, and limited availability of qualified professionals [6]. In recent years, telepractice has gained traction as an effective and efficient means of delivering speech-language pathology services to children, offering flexibility, accessibility, and convenience for both clients and clinicians. The assessment and intervention of pediatric speech-language disorders are essential components of early intervention and developmental support for children with communication difficulties. Traditionally, these services have been provided through in-person sessions, requiring families to travel to clinics or therapy centers for appointments. However, this model of service delivery presents challenges for families in rural or underserved areas, as well as those facing logistical constraints such as transportation limitations or scheduling conflicts [7]. Telepractice addresses these challenges by leveraging advancements in technology to bring speech-language pathology services directly to children and their families, regardless of their location. Through video conferencing platforms, SLPs can conduct comprehensive assessments, provide individualized therapy sessions, and collaborate with caregivers and other professionals in real-time, creating a collaborative and supportive environment for children with speech-language disorders. Despite the growing acceptance and adoption of telepractice in the field of speechlanguage pathology, there remain questions and concerns about its efficacy, validity, and feasibility, particularly in the context of pediatric practice [8]. This article seeks to address these questions by exploring the insights and experiences of speech-language pathologists who have embraced telepractice as a means of assessing and intervening in pediatric speech-language disorders. By examining the challenges, benefits, and best practices associated with telepractice, this paper aims to provide a comprehensive overview of its role in pediatric speechlanguage pathology and its potential impact on the delivery of services to children with communication difficulties [9,10].

Assessment via telepractice

One of the key aspects of telepractice is its ability to facilitate comprehensive assessments of pediatric speech-language disorders. Through video conferencing platforms, SLPs can administer standardized assessments, conduct informal observations, and gather relevant case history information from caregivers. While some may initially question the validity and reliability of remote assessments, research has shown that telepractice yields comparable results to inperson assessments across various speech and language domains.

Clinical decision making

One of the most critical aspects of telepractice is clinical decision making, wherein SLPs must determine the appropriateness of this service delivery model for each individual client. Factors such as the severity of the child’s disorder, their cognitive and communication abilities, and the availability of parental support all play a role in this decision-making process. While telepractice may not be suitable for every child, it can be an effective option for many, particularly when supplemented with periodic in-person sessions or hybrid models of service delivery.

The therapeutic relationship

Central to the success of telepractice is the therapeutic relationship between the SLP, the child, and their family. Establishing rapport and building trust remotely can present unique challenges, but with careful attention to communication strategies and a client-centered approach, SLPs can cultivate meaningful connections with their clients. Regular communication with caregivers, collaboration with other professionals, and ongoing assessment of progress are essential components of this relationship-building process.

Training and professional development

As telepractice continues to gain popularity in the field of speechlanguage pathology, it is essential for SLPs to receive adequate training and professional development in this area. Continuing education opportunities, workshops, and hands-on experience with telepractice platforms can help SLPs develop the skills and confidence needed to deliver high-quality services remotely. Additionally, staying informed about current research and best practices in telepractice ensures that SLPs can provide evidence-based care to their clients.

Conclusion

Telepractice has revolutionized the way speech-language pathology services are delivered, offering a flexible and accessible alternative to traditional in-person therapy. Through the use of telecommunications technology, SLPs can assess and intervene in pediatric speech-language disorders with efficiency and effectiveness. By embracing telepractice and leveraging their expertise, SLPs can make a meaningful difference in the lives of children and families, regardless of geographical barriers or logistical constraints.

Acknowledgment

Their valuable contributions have enriched our understanding of telepractice in the assessment and intervention of pediatric speechlanguage disorders. We also acknowledge the families and children who participated in telepractice sessions, as well as the organizations and institutions that support the advancement of telepractice in speech-language pathology.

References

1. Dawish MA, Robert AA (2021) . J Speech Lang Hear Res 17: 1-6.

, ,

2. Iacobellis G (2020) . J Fluency Disord 162: 108125.

, ,

3. Robert AA, Dawish MA (2020) . Curr Diabetes Rev 16: 204-210.

, ,

4. Apicella M, Campopiano MC, Mantuano M, Mazoni L, Coppelli A, et. (2020) . J Speech Lang Hear Res 8: 782-792.

, ,

5. Hayek AA, Robert AA, Matar AB, garni A, kubedan H, et al. (2020) . Saudi Med J 41: 1090-1097.

, ,

6. Robert AA, Dawish MA (2021) . J Fluency Disord 17: 1-6

, ,

7. Ahmad A, Atique S, Bkrishnan R, Patel I (2014) . Ind J Pharm Edu Res 48:12-15.

, ,

8. Travasso C (2016) . Bio Med J 352: i1202.

, ,

9. De Matos-Neto EM, Lima JD, de Pereira WO, Figueredo RG, Riccardi DM, et al. (2015) . Front Immunol 6: 629.

, ,

10. Zezza M, Kosinski C, Mekoguem C, Marino L, Chtioui L, et al. (2019) . BMC Endocr Disord 19: 144.

, ,