By: Dayna Oyeyipo, MS, CCC-SLP

In a rural town, a non-speaking student by the name of “Joy” was unable to communicate her wants and needs with peers or communicate while participating in instructional activities, often leading to moments of frustration for her. Joy and her parents had never been introduced to Augmentative Alternative Communication (AAC) prior to her speech-language pathologist (SLP) starting at Joy’s school as a teletherapist. The teletherapist was eager to provide support to Joy, her family, and her classroom teacher, so they organized resources and coordinated a virtual meeting with the entire team and an assistive technology representative from the state. Soon after, the school team began collecting data while trialing multiple dynamic display devices through the guidance and support of the teletherapist.

Thanks to the advancements in telepractice, Joy could now receive therapy sessions while at school, and her parents were able to collaborate with the team conveniently based on their schedule. Week after week, through the use of comprehensive teletherapy tools and the support of her teletherapist, Joy’s improvements in motor planning and initiation of communication with the AAC device excelled, and her confidence soared! For Joy and many other students around the country, telepractice has helped close the gap between need and accessibility. Speech therapy provided through teletherapy has proven to be a viable model of service delivery, demonstrating progress for students just like face-to-face therapy produces.

Over the past decade, speech telepractice has evolved, technology has advanced, and there is a growing need for accessible services due to staffing shortages and high demand. Today, telepractice supports a wide range of populations and disorders, from children with speech and language delays to adults with aphasia. With continuous technological improvements, speech telepractice offers well-planned and interactive solutions to overcome barriers in healthcare and education, while providing quality and interactive interventions that can change the trajectory of the lives of students, patients, and clients everywhere.

Accessibility
In many districts, speech therapy services have shifted from traditional face-to-face in-person sessions to a more accessible face-to-face virtual format. This change saves time and significantly improves service availability for those in remote or underserved areas. Telepractice reduces travel costs, allows for flexible scheduling, and eliminates the need for SLPs to commute between therapy sites. Additionally, many students are “digital natives,” which increases the accessibility for services in this format. In turn, speech therapy has become more inclusive and effective, allowing more students to benefit from these essential services.

Supports
Telepractice has greatly improved the ease of developing and using visual supports, which are heavily relied on by individuals with communication challenges. Previously, SLPs dedicated tireless hours to produce materials, printing, coloring, cutting, and laminating. Now, these materials have transitioned into digital formats that can be easily shared and modified during online sessions. Tools like digital flashcards, animations, virtual whiteboards, online core boards, and AAC software promote engagement and improved speech and language skills. This transition not only saves time and resources but also enables more individualized therapy sessions, addressing the specific needs of students even in a group setting. Speech telepractice has improved the accessibility and effectiveness of visual support, benefitting SLPs, students, paraprofessionals, and classroom teachers.

Collaboration
The use of virtual platforms has improved the collaboration between parents, support staff and SLPs. Through telepractice, school teams now can work together easily on shared platforms that allow for easily scheduled updates, sharing of digital resources, visual aids, AAC training, and more efficient planning of individualized supports. Speech telepractice boosts the efficiency of service delivery and ensures students receive well-coordinated and comprehensive Individualized Education Plans (IEPs), creating a more supportive and inclusive environment.

Advancement
Telepractice not only provides essential speech and language support but also promotes the development of important technological skills in students. Telepractice allows students to become familiar with a variety of digital tools and platforms, including communication technology, digital whiteboards, and interactive applications. This experience improves their ability to navigate and troubleshoot technology-related issues, skills that are becoming increasingly essential in the workforce. In addition, telepractice encourages students to communicate and collaborate in a virtual environment, preparing them for the rise of remote work in their future careers.

Telepractice has effectively addressed staff shortages, providing beneficial services to students. Advancements in communication technology utilized in telepractice have made therapy more accessible and effective, creating individualized and consistent support regardless of location. Collaboration via telepractice has strengthened the communication between parents, educators, and SLPs, ensuring students receive comprehensive support. The evolution of telepractice shows that embracing technology and telepractice will continue to improve educational and healthcare outcomes, supporting those in need of essential services.

Resources

American Speech-Language-Hearing Association. (2010). Telepractice: Overview. Asha.org. https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589934956

Elahe Farmani, Fatemeh Fekar Gharamaleki, & Mohammad Amin Nazari. (2024). Challenges and opportunities of tele-speech therapy: Before and during the COVID-19 pandemic. Journal of Public Health Research, 13(1). https://doi.org/10.1177/22799036231222115

Wales, D., Skinner, L., & Hayman, M. (2017). The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review.  International Journal of Telerehabilitation, 9(1), 55–70. https://doi.org/10.5195/ijt.2017.6219