A lot has changed with the way speech language pathology intervention and evaluation is provided in the age of teletherapy. Resources continue to be introduced to improve therapy outcomes and make evaluation more effective. However, professionals continue to struggle to adapt professionally to their new environment because the administrative skills that are required to provide face-to-face interactions vary widely from the skills needed for virtual interactions.
The way speech language pathologists schedule sessions has completely changed. Where groups existed in the school and some clinic settings, nearly all sessions are now individual. While sessions normally fell within the school day, professionals have also had to accommodate parent work schedules and teacher group presentations schedules. Scheduling of speech sessions have to change and modernize to ensure show-rates.
For school speech language pathologists, interactions were almost exclusively with the teachers with periodic parent conversations. Now, this dynamic has completely flipped. Luckily, clinic professionals are already experienced with this “reverse” interaction style and we can lean on their knowledge to improve our interactions.
Speech therapy has largely been clinician directed with the client responding to prompts and the clinician adjusting based on the client’s success. Now, parent and classroom teachers are acting as intermediaries and carrying out the speech therapy objectives between sessions. Again, luckily our colleagues who have been serving Early Intervention populations are well versed in a parent-directed routines-based model that the rest of us can benefit from.
Lastly, gone are the days of printouts, laminators, sticker charts, and make-and-take sessions. How do we share materials electronically that the parents can easily download and access? And, when this all goes well, how do we collect data in a meaningful way?
This presentation highlights the ways we can successfully adapt our administrative skills to continue to provide successful speech-language intervention.
Participants will be able to:
Explain three ways to use technology to improve scheduling teletherapy and increase show-rates
Discuss the differences between face-to-face intervention and telepractice and the implications for client progress
Summarize the benefits of teletherapy related to teacher and parent interaction
2 minutes–Introductions and disclosures
15 minutes– Case studies on achievable success using tele practice
10 minutes– Scheduling Telepractice
10 minutes– Creating sharable videos, websites, and videos
10 minutes– Successfully presenting and interacting with clients using telepractice software
10 minutes– Adapting to home and classroom routines
3 minutes- Closing