Preparing Speech–Language Pathology Graduate Students for Effective Telepractice Recommended Knowledge and Skills

Joneen Lowman, Judy Walker, K. Todd Houston

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Telepractice has been recognized as an efficacious service delivery model for more than 15 years. Yet, most speech-language pathologists found themselves ill-prepared to transition in-person clinical services to a digital format in response to the pandemic. Confusion regarding telepractice regulatory, reimbursement, technology, and delivery requirements stemmed from a lack of formal training, as most practicing clinicians lacked graduate preparation in this arena. Graduate speech–language pathology programs were stymied as to specific telepractice knowledge and skills that should be incorporated into a preparatory program. This article outlines a set of telepractice competencies to guide graduate programs and to promote self-evaluation among practicing clinicians. The specified competencies are clustered into three domains: (1) regulatory, reimbursement, and ethics; (2) telecommunications technology; and (3) clinical telepractice. Examples of knowledge and skills specific to each competency are provided. Infusion of the telepractice competencies within the curriculum of three accredited graduate programs is illustrated.

Original languageEnglish
Pages (from-to)107-126
Number of pages20
JournalTopics in Language Disorders
Volume42
Issue number2
DOIs
StatePublished - Apr 1 2022

Bibliographical note

Publisher Copyright:
Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.

Keywords

  • speech–language pathology education
  • telepractice best practices
  • telepractice competencies
  • telepractice education

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

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