Abstract

The purpose of this study was to examine how school-based speech-language pathologists (SLPs) maintained clinical services via teletherapy during the COVID-19 pandemic closures. School-based SLPs in the United States were invited to participate in an anonymous online survey. Questions relevant to this study gathered information regarding a) provision of teletherapy following COVID-19 school closures, b) the types of technologies used to deliver teletherapy and supports offered from school districts, and c) challenges to providing consistent therapy. Descriptive results indicate that over 60% of responding SLPs with complete data (n = 1109) provided teletherapy to all or some students on their caseloads. A variety of virtual methods were used, but Zoom and Google hangouts were the most commonly used technologies. Although some SLPs received training to deliver teletherapy (16%), many received no support from their district to maintain service provision (25%). The most frequently noted barriers to providing therapy included poor attendance of online therapy sessions and parenting their own children simultaneously. School-based SLPs were largely successful in maintaining speech-language therapy services to children on their caseloads. Information regarding the types of technologies used and common challenges can inform future teletherapy training for SLPs should future school closures occur.

摘要

这项研究的目的是研究在COVID-19大流行期间，校本言语病理学家（SLP）如何通过远程治疗维持临床服务。美国的学校SLP受邀参加匿名的在线调查。与本研究相关的问题收集了以下信息：a）在关闭COVID-19之后提供远程治疗，b）用于提供远程治疗的技术类型以及学区提供的支持，以及c）提供一致治疗的挑战。描述性结果表明，超过60％的响应SLP具有完整数据（n = 1109）为所有或部分学生提供了远程治疗。使用了多种虚拟方法，但是Zoom和Google环聊是最常用的技术。尽管一些SLP接受了提供远程治疗的培训（16％），但许多SLP没有从其所在地区获得维持服务提供的支持（25％）。提供治疗方面最常见的障碍包括在线治疗课程的出席率低以及同时为自己的孩子做父母。以学校为基础的SLP在为儿童量身定制的语言治疗服务方面取得了很大的成功。如果将来学校停课，则有关所用技术类型和常见挑战的信息可为SLP的远程治疗培训提供信息。