Purpose The COVID-19 pandemic has necessitated a quick shift to virtual speech-language services; however, only a small percentage of speech-language pathologists (SLPs) had previously engaged in telepractice. The purpose of this clinical tutorial is (a) to describe how the Early Language and Literacy Acquisition in Children with Hearing Loss study, a longitudinal study involving speech-language assessment with children with and without hearing loss, transitioned from in-person to virtual assessment and (b) to provide tips for optimizing virtual assessment procedures. Method We provide an overview of our decision making during the transition to virtual assessment. Additionally, we report on a pilot study that calculated test-retest reliability from in-person to virtual assessment for a subset of our preschool-age participants. Results Our pilot study revealed that most speech-language measures had high or adequate test-retest reliability when administered in a virtual environment. When low reliability occurred, generally the measures were timed. Conclusions Speech-language assessment can be conducted successfully in a virtual environment for preschool children with hearing loss. We provide suggestions for clinicians to consider when preparing for virtual assessment sessions. Supplemental Material https://doi.org/10.23641/asha.14787834.

中文翻译：

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将言语评估过渡到虚拟环境：从 ELLA 研究中汲取的经验教训。


目的 COVID-19 大流行需要快速转向虚拟语音服务；然而，只有一小部分言语病理学家（SLP）以前从事过远程治疗。本临床教程的目的是 (a) 描述听力损失儿童的早期语言和读写能力习得研究，这是一项涉及对听力损失和非听力损失儿童进行言语语言评估的纵向研究，如何从面对面评估过渡到虚拟评估(b) 提供优化虚拟评估程序的技巧。方法 我们概述了向虚拟评估过渡期间的决策制定。此外，我们还报告了一项试点研究，该研究计算了部分学龄前参与者从现场评估到虚拟评估的重测可靠性。结果我们的试点研究表明，在虚拟环境中进行时，大多数语音语言测量具有较高或足够的重测可靠性。当发生低可靠性时，通常会定时采取措施。结论 可以在虚拟环境中成功地对学龄前听力损失儿童进行言语评估。我们为临床医生在准备虚拟评估会议时提供考虑的建议。补充材料 https://doi.org/10.23641/asha.14787834。