Does Speech Therapy via Telepractice Work in Schools?

Telepractice is the essence of Mable. The Speech Therapist and child, chat via videolink and all the usual strategies and resources are made into games they can play together online.

More specifically,  Telepractice is used to describe the application of telecommunications technology to the delivery of Speech Language Therapy  services at a distance by linking clinician to client for assessment, intervention, or consultation.

It’s simple, Telepractice allows you to cut waiting time, increase flexibility, is super appealing to children, and is way more cost effective for schools and nurseries.

And that’s not all – The Mable system makes tracking, and reporting on student progress much easier – with complete transparency between therapist, teacher and parent. everything is automated and easy to interpret.

Truth be told, I think it’s Marvelous! but I would, wouldn’t I.

So let’s take a closer look at the research and find out whether it is actually worth making the switch.

Recent studies suggest that children make similar progress regardless of whether services are delivered via teletherapy or in the in-person mode

(Gabel, Grogan-Johnson, Alvares, Bechstein, & Taylor, 2013; Grogan-Johnson, Alvares, Rowan, & Creaghead, 2010; Grogan-Johnson et al., 2013).

School based teletherapy delivery for speech therapy is also perceived positively by stakeholders including parents, teachers, and administrators

(Crutchley & Campbell, 2010).

Speech pathologists have suggested that teletherapy delivery within the school setting may afford certain advantages, including increased opportunities for collaboration between clinicians and school teachers

(Tucker, 2012).

The need for Speech and Language Therapy delivered through digital technology is being discussed more and more throughout the UK. Schools, Nurseries and individual clients are waiting for a long time to be seen by an NHS therapist. Patients often have to step in and do things for themselves like pay for a private therapist or use resources from the internet without the guidance of a specialist professional.

Ofsted have firmer demands for tracking pupil progress and cost effectiveness of intervention – Telepractice does provide an option to make these things easier and more efficient.

So, although there is certainly room for further research to be conducted, initial case studies and small number studies support the efficacy of telepractice as an approach to speech and language intervention

If you would be interesting in trialling Mable Therapy in your school or nursery as part of our pilot project please get in touch with me directly martha.currie@mable.co.uk leave a comment or sign up on our website http://mabletherapy.com/

 References

  • American Telemedicine Association. (2010). A blueprint for telerehabilitation guidelines.www.americantelemed.org/docs/default-source/standards/a-blueprint-for-telerehabilitation-guidelines.pdf?sfvrsn=4.
  • Crutchley, S., Dudley, W., & Campbell, M. (2010). Articulation assessment through videoconferencing: A pilot study.Communications of Global Information Technology, 2, 12-23.
  • Grogan-Johnson, S., Alvares, R., Rowan, L., & Creaghead, N. (2010). A pilot study comparing the effectiveness of speech language therapy provided by telemedicine with conventional on-site therapy. Journal of Telemedicine and Telecare, 16, 134-139.
  • Grogan-Johnson, S., Gabel, R., Taylor, J., Rowan, L., Alvarex, R., & Schenker, J. (2011). A pilot exploration of speech sound disorder intervention delivered by telehealth to school-age children.International Journal of Telerehabilitation,3(1), 31-42.
  • Tucker, J (2012). Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results. International Journal of Telerehabilitation,3(1), 31-42.