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 language | English |
|---|---|
| Pages (from-to) | 107-126 |
| Number of pages | 20 |
| Journal | Topics in Language Disorders |
| Volume | 42 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1 2022 |
Bibliographical note
Publisher Copyright:Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.
Funding
The Department of Communication Sciences and Disorders at the University of Kentucky houses Linking Kids to Speech-Language Pathologists (LinKS), a personnel development project funded by the U.S. Department of Education, Office of Special Education Programs (OSEP; Lowman, 2016-2022, H325K160050; ). The LinKS mission is to alleviate personnel shortages in rural schools by preparing future clinicians to deliver high-quality telepractice services. The program is unique because training extends beyond the clinical act of telepractice to include education in developing sustainable telepractice programs within the context of an organizational system. Since 2016, eight graduate students each year have completed this specialized training during the second year of their six-semester graduate program. Courses are delivered using a hybrid distance education model. Students have access to two state-of-the art telepractice rooms, a technology lending library, and digital evaluation and therapy materials. Dr Lowman received grant funding from Office of Special Education Programs, U. S. Dept. of Education.
| Funders | Funder number |
|---|---|
| OSEP | 2016-2022, H325K160050 |
| Office of Special Education Programs | |
| U. S. Dept. of Education | |
| U.S. Department of Education, OSERS |
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