ASHA:n SIG 18 (Special interest group 18, telepractice) julkaisu Perspectives on Telepractice uusin numero on ilmestynyt syyskuussa. Alla julkaisun artikkelien abstraktit:
Ellen R. Cohn
Tele-Ethics in Telepractice for Communication Disorders
Ellen R. Cohn
In this article, the author provides an overview of tele-ethics, the ethical delivery of clinical services via the Internet and telecommunication technologies, with a focus on communication disorders. Guidance for new and experienced telepractitioners is gleaned from the Code of Ethics of the American Speech-Language-Hearing Association (ASHA), ASHA position statements and other documents on telepractice, and other health-care disciplines (e.g., psychology and medicine).
The International Use of Telepractice
Robert J. Shprintzen and Karen J. Golding-Kushner
Access to the Internet and modern telecommunications around the world has increased substantially to the point where, in many parts of the world, it is easier to get online or make an international telephone call than to gain access to a speech-language pathologist. There are many parts of the world where speech-language professionals are not available at all, but substantial segments of the population do have access to the Internet. Overall, worldwide access to the Internet is approximately 30% of the population, ranging from nearly 80% in North America to approximately 11% in Africa (Internet World Stats, 2011). However, even in the locations where Internet access is not as widely available as in the United States, it is still more accessible than face-to-face speech-language pathology services. The limited access to services has been recognized as a reason for providing them by using telepractice paradigms. Many communication disorders lend themselves to assessment and treatment using video and/or audio technology. This article reports on models for providing care to people at a distance, including internationally, and presents a new model for allowing clinicians to reach people all over the world. The authors present possible obstacles as well as some misconceptions about limitations for the purpose of finding ways to allow our clinical skills to be applied to new technologies that are gaining wider acceptance.
E-Supervision of Graduate Students in Speech-Language Pathology: Preliminary Research Findings
Charles H. Carlin
E-supervision is a method of supervision that uses videoconferencing technology to provide real-time supervision to supervisees who are engaged in various clinical activities. More and more, higher education institutions are using e-supervision with their graduate students in order to gain access to clinical externships sites where onsite supervision is limited or non-existent. For the busy supervisor, e-supervision allows multiple individuals to be supervised without having to allocate time in the day for travel between observation sites. Currently, there is a lack of research in the field on supervisors’ and graduate students’ perceptions of e-supervision. The purpose of this pilot project was to identify perceptions of e-supervision when it was used with graduate students who were placed in hard-to-fill schools districts throughout Ohio. Supervisors kept supervision logs and participated in interviews. Preliminary data showed the participants generally felt the project was a success. The supervisors believed that the graduate students received an adequate amount of supervision, and this supervision was extended across a variety of professional activities. For the graduate students, they reported they felt fully supported during their placement, and e-supervision compared favorably to past face-to-face supervision experiences. Recommendations for future projects were provided by the participants in the study.
Implementing a School-Based Telepractice Program
Sena Crutchley, Michael Campbell, and Diana Christiana
After being engaged in school-based telepractice programs for several years, the authors have learned many valuable lessons. Within the framework of an overview of how to implement a successful school-based telepractice program, the authors share many of those lessons. This article provides the basic foundation for what to consider and how to get started before implementing a telepractice program.
Providing School-Based Speech-Language Therapy Services by Telepractice: A Brief Tutorial
Speech-language pathologists (SLPs) are increasingly turning to technologies such as the Internet and videoconferencing for service provision (Dudding & Justice, 2004). Many school-based SLPs are recognizing the potential applications of telepractice for students with communication impairments, but may be uncertain about how to put telepractice into action. The purpose of this article is to describe one approach to implementing telepractice in the public school setting.
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