About the Book
Over the past decade, the evolution of distance learning technology and widespread availability of affordable, high-quality video conferencing solutions has allowed for the growth of telepractice in the field of speech-language pathology. Increasingly, practitioners are developing telepractice programs to provide family-centered early intervention services, speech and language therapy to children in public schools, and rehabilitation to adults recovering from aphasia as well as those with speech and swallowing disorders. Telepractice in Speech-Language Pathology provides practical information to speech-language pathologists to facilitate in implementing a successful telepractice program. It presents the technological requirements, current applications in speech-language pathology, policy and regulatory issues, future directions and trends, and international perspectives on telepractice. The book also addresses the use of distance learning technology to provide supervision and mentoring to pre-service and in-service professionals. Both practitioners currently in the field and graduate students in speech-language pathology will find this to be an invaluable text.
Table of Contents:
Preface Acknowledgements Contributors History, Definitions, and Overview of Telepractice Models K. Todd Houston, Anne M. Flemming, Kelly J. Brown, Tali R. Weinberg, and Jessica M. Nafe Efficacy of Telepractice in Speech-Language Pathology Arlene Stredler-Brown Getting Started: Building A Successful Telepractice Program Sena Crutchley, Robin L. Alvares, and Michael F. Campbell Family-Centered Telepractice in Speech-Language Pathology Tele-Therapy: Serving School-Age Children Sue Grogan-Johnson Telerehabilitation: Adult Speech and Swallowing Disorders Farzan Irani and Rodney Gabel Initiating and Sustaining a Telepractice Program for Individuals with Aphasia Lyn R. Tindall Evaluating Telepractice: Measuring Success, Cost-Benefit, and Outcomes Scott T. Palasik and Farzan Irani eSupervision and eMentoring: Professional Development for Current and Future Professionals Charles H. Carlin, Emily L. Carlin, Jennifer L. Milam, and Tali R. Weinberg The Business of Telepractice Marnee Brick International Applications of Telepractice in Speech-Langauge Pathology Gabriella Constantinescu and Dimity Dornan Future Directions in Telepractice and Service Delivery K. Todd Houston, Anne M. Fleming, and Kelly J. Brown Appendix A. School-Based Telepractice Needs Assessment Appendix B. American Speech-Language-Hearing-Association's Practice Portal: Telepractice Appendix C. A Blueprint for Telerehabilitation Guidelines- American Telemedicine Association Index
About the Author :
Dr. K. Todd Houston is an Associate Professor in the School of Speech-Language Pathology and Audiology at The University of Akron where he teaches courses related to aural habilitation/Auditory-Verbal Therapy, childhood language development and disorders, phonology, phonetics, and professional practices. His areas of research include spoken language acquisition in children with hearing loss, auditory and visual perception of spoken language, parent engagement in the intervention process, the parenting role of fathers for children with hearing loss, the use of social media, and telepractice/teleintervention as a service delivery model. Dr. Houston continues to write extensively on these topics and has published numerous peer-reviewed articles, editorials, and clinical white papers. As a passionate teacher and lecturer, Dr. Houston is also committed to preparing and mentoring professionals to serve children with hearing loss and their families, especially those who have chosen listening and spoken language as the desired outcomes.
Review :
Jean Blosser, CCC-SLP, EdD, President, Creative Strategies for Special Education, (2015): "Prior to reading Houston's book, Telepractice in Speeh-Language Pathology, I made a mental note of questions I often hear regarding telepractice and service delivery in our profession. I wondered if this book would address those questions. I'm happy to report that it did. Thus, I give this book a thumbs up and highly recommend it as a good addition to your library if you want to understand telepractice, consider delivering services via technology, invest in alternative approaches to treatment or supervision, or add this delivery method as a new service option to your practice. My five questions concerned: technical specifications, reimbursement, professional qualifications, populations that would benefit from services in this mode, and recommendations for application. This is the first book I am aware of that is entirely devoted to the delivery of speech-language pathology and rehabilitation services at a distance. The 12 chapters were contributed by Houston and a host of other professionals who are seen as experts and/or pioneers in the field. They cover a wide range of geographic regions, disability populations, business interests, and service options. While there were a number of contributors, Houston did a great job of ensuring that the content was presented cohesively. The book lays an excellent foundation by providing a historical perspective on the evolution telepractice and an overview on how other professions utilize telepractice. There is also a thoughtful explanation of where to begin if interested in initiating telepractice services. The role of federal regulations was clearly explored. It supported the concept that the quality, security, and treatment outcomes of service delivery via a telepractice platform must be the same as those services offered onsite. One of the strengths of the book is the focus on efficacy. Many chapters included discussion of challenges, benefits, and recommendations for utilizing telepractice in service delivery and highlighted how this mechanism can be applied to specific populations or aspects of service delivery. For example, challenges such as time, travel, logistics, availability of qualified professionals, and continuity of services can be resolved. Authors addressing provision of telepractice in the school setting offered information, practical suggestions, and guidelines. A helpful needs assessment form was included. Chapters also addressed employing telepractice for supervision of university students and Clinical Fellows, stuttering, and adult speech and swallowing disorders. Individuals and organizations that are considering incorporating telepractice into their practice or business model will appreciate the authors' experiences and perspectives on important personal, business health, and financial aspects. Discussions include comments about tools for business as well as developing and growing a customer base. Of interest as well is the discussion about telepractice in international services. The last chapter is very interesting as the authors provide insights into the future of telepractice and service delivery. The Appendices contain practical tools and information including the school needs assessment tool and information about the ASHA Practice Portal. Finally, there is a Blueprint for Telepractice Guidelines that highlights Administrative Principles, Clinical Principles, Technical Principles, and Ethical Principles. This book is now on my shelf and will be my "go to" resource for questions I receive when I consult with schools, healthcare programs, and businesses interested in knowing more about telepractice."
