Telepractice Services Research Articles

Telepractice for bilingual and multilingual people with aphasia: a scoping review

ABSTRACT Background/aims The field of speech-language pathology/therapy (SLP/T) has evolved in the last decade, especially when it comes to technological advances for online and remote clinical services. However, the transition to a telepractice service model did not occur at a similar pace for every clinician. Considering the range of clients served and the disparities in clinician experience and training with remote service delivery, it is necessary to implement a telepractice model that is sensitive to the cultural and linguistic needs of individuals with bilingual or multilingual aphasia. This scoping review of the literature (a) identifies the intervention protocols utilized via telepractice and (b) describes their components using the Rehabilitation Treatment Specification system (RTSS) framework in order to make literature-based recommendations regarding best practice in speech-language pathology telepractice services. Methods/procedures A systematic scoping review was conducted in January 2023 following frameworks described by Arksey and O’Malley (2007) and Tricco et al. (2018). A literature search was conducted for articles published in English that addressed telepractice services for multilingual people with aphasia (MPWA) in the field of speech-language pathology/therapy. Results/outcomes A total of 11 full-text studies were assessed for eligibility. Based on the inclusion and exclusion criteria, five articles were included in this scoping review. The key factors that enabled successful telepractice sessions were described including, the technological platform used and the specific modalities of the interventions delivered. The Rehabilitation Treatment Specification System (RTSS) was used to describe the targets and ingredients of the interventions in the selected studies. In addition, the limitations and challenges of each study were summarized. This scoping review has demonstrated a need for expanding telepractice services for MPWA. There is a scarcity of studies addressing remote intervention, and those that do exist use mostly non-randomized designs such as single case or survey, which limits the generalizability of the results as well as their comparability and replication. Conclusions This scoping review examines the current existing literature on telepractice in MPWA. The paucity of studies included in this scoping review, indicates a need for future research in this area of telepractice for MPWA. This indicates a need for professional development and training to emphasize the cultural, linguistic, and digital skills of both clinicians and MPWA. Technological advances should be made available and accessible to diverse MPWA worldwide through improvements in digital equity.

Development of a conceptual framework to understand the stakeholder's perspectives on needs and readiness of rural tele-practice for childhood communication disorders.

Tele-practice promotes universal and equitable access to quality health services and emerged as an alternative to overcome physical barriers to intervention access in the 90s. There has been a steady increase in adoption since then, and during the COVID-19 pandemic, there was a surge in online modes of healthcare service delivery. Yet, tele-practice adoption and utilization in rural and remote areas are not spontaneous. Therefore, as a first step, prior to the implementation of a comprehensive tele-practice model, a baseline situational analysis was undertaken to assess the needs and readiness of parents of children with disabilities and different cadres of health care providers towards accepting tele-practice services in their settings. This paper describes the process of development of the conceptual framework that guided the baseline needs and readiness assessment (situational analysis). The Bowen's feasibility framework served as the primary framework to evaluate the feasibility outcomes of the implementation. Therefore, this framework also guided the baseline situational analysis. For specificity of the framework to tele-practice, several telemedicine planning frameworks relevant for low- and middle-income countries were reviewed to identify and map suitable constructs and attributes to the Bowen's constructs. A description of the framework selection process and a review of each of the selected telemedicine frameworks are provided. The constructs and attributes from this conceptual framework were used to develop the guides for focus group discussions (FGDs) and semi-structured interviews (SSIs). The guides were prepared separately for each stakeholder group. The developed framework facilitated the assessment of needs and readiness suited to the context and among various stakeholders involved in the proposed implementation of the comprehensive model of tele-practice for childhood communication disorders in rural communities.

Across Time and Place: A Focused Review of Telepractice in ASHA Journals

With advances in technology and the COVID-19 Public Health Emergency (2020–2023), telepractice has become a prominent service delivery model. This study explores the evolution of telepractice service delivery research published by the American Speech-Language-Hearing Association (ASHA) and the impact of the COVID-19 Public Health Emergency on ASHA publications through searches of the ASHAWire database using “telepractice OR telehealth OR virtual OR teletherapy” in February 2021, 2022, 2023 and April 2023. In February 2023, 1,683 records were identified and hand searched for relevance to the evolution of telepractice. In April 2023, 471 records published from 2020 to 2023 were systematically screened for relevance to reveal 148 articles that met inclusion criteria. ASHAWire is a reputable resource for articles on telepractice service delivery, especially after the COVID-19 Public Health Emergency. It is important, however, for researchers and clinicians to carefully examine methodology of studies as the use of technology may conflate search results.

A qualitative study assessing allied health provider perceptions of telepractice functionality in therapy delivery for people with disability.

Telepractice service delivery of allied health interventions to people with disability can potentially reduce access barriers and improve service equity. However, questions remain regarding telepractice functionality for people with disability. This study addressed questions related to how allied health clinicians and managers perceive telepractice as functioning in the provision of therapy services to people with disability. Thirteen interviews of allied health clinicians and managers from across Australia were conducted between 21 November and 22 February via MS teams. Qualitative methodology and critical realist theoretical paradigm underpin the study. Data analysis was completed using a reflective thematic analysis method and five themes were generated and described utilising an analytic metaphor. The study themes were described in relation to a shopping for shoes analytic metaphor and the five themes included (1) a shoe for every foot, (2) planned purchases, (3) shoe on the other foot, (4) you need both shoes and (5) help choosing their shoes. In summary, the function of telepractice fits differently for each individual, similar to pairs of shoes. Telepractice has its own strengths and weaknesses and isn't a direct substitute for in-person sessions, much like left and right shoes are similar but not the same. The results support participant perceptions that telepractice functions best as an adjunct to in-person sessions through a flexible hybrid delivery model in the provision of therapy services to people with a disability. A strategy for improving perceived usefulness may involve positioning telepractice as unique with strengths and weaknesses, not replacing in-person care. The paper forms part of a larger codesign process which included customer and carer participants throughout the design and planning of the project, inclusion of a peer researcher, and the selection of the analytic metaphor including in the findings of this article production.

Perception of speech therapists and parents on use of telepractice for paediatric speech therapy in Sri Lanka

The use of communication technology to deliver speech therapy (telepractice) was highly considered during the COVID-19 pandemic. However, a few Speech and Language Therapists (SLTs) and parents engaged in telepractice in Sri Lanka. Therefore, it was essential to identify the factors that encouraged and prevented the successful implementation of telepractice. A descriptive cross-sectional study was followed using a sequential mixed-method approach. Thirty SLTs and sixty-two parents who use telepractice services participated in the study. Quantitative data were collected through a self–administered online survey and analysed using descriptive statistics. The telephone interviews were conducted to obtain qualitative data from five SLTs and ten parents, on which thematic analysis was performed. Sixty percent of SLTs and 84% of parents considered telepractice an effective procedure similar to face–to–face therapy. However, SLTs emphasised that telepractice is applicable, subject to the child’s condition and other factors. Participants’ perception of telepractice was mainly based on their experience. Parent involvement in the speech therapy sessions was found to be high because of the implementation of asynchronous and hybrid modes of telepractice. Providing appropriate training in therapy strategies and educating parents on the use of technology may improve speech therapy services through telepractice in Sri Lanka.

Virtual nourishment: Paediatric feeding disorder management with telepractice amidst COVID-19: An allied health perspective

Purpose The rapid adoption of telepractice services by health professionals was necessary to maintain service continuity for children with paediatric feeding disorders during the COVID-19 pandemic, during periods where in-person therapy was restricted. The aim of this study was to explore clinical perspectives and reflections on the use of telepractice for managing paediatric feeding disorders during the pandemic. Method A post-positivist qualitative approach using thematic analysis was adopted. This study seeks to understand participants’ experiences and thoughts from allied health professionals from speech-language pathology, occupational therapy, and dietetics working with paediatric feeding in Western Australia. All participants delivered at least 10 telepractice sessions to children from birth to 12 years with a paediatric feeding disorder. Braun and Clarke’s six-step thematic analysis process was used to analyse the data inductively. Result Eleven allied health professionals representing eight clinical settings in Western Australia, including speech-language pathology, occupational therapy, and dietetics, working with paediatric feeding were recruited. The results revealed four themes: families becoming the catalyst of change, clinician comfort over confidence, insights into authentic mealtimes, and the paradox of choice. Conclusion This study highlighted the need to build clinicians’ confidence and competence, and the provision of service guidelines and training. Although many clinicians had positive experiences with telepractice, most returned to in-person delivery once COVID-19 restrictions were lifted, emphasising the importance of comfort in service delivery selection. We recognise that the findings of this study are constrained by the fact that it was conducted in a single geographical region and utilised a small qualitative sample. While telepractice was successful in managing paediatric feeding disorders, further development and implementation of telepractice guidelines are needed for telepractice to be a viable service delivery option for families and children with feeding disorders.

Consensus on telepractice service delivery practices with vulnerable families: a Delphi study

ABSTRACT Objective: In recent years family services have been required to rapidly employ telehealth without access to a reliable and contemporary evidence-base for implementation. This study explores expert views on systems and practices that facilitate telehealth in the delivery of family support services to vulnerable families. Method: Using the Delphi survey method, an inventory comprising 124 telepractices was presented to an initial panel of telepractice researchers and practitioners (N = 23) for ratings across three survey rounds. The panel was asked to provide feedback and suggestions for further inclusions, leading to an additional 29 items. Results: Results indicate 119 telepractice strategies were endorsed as essential and/or feasible for family services. These strategies were spread across five domains including practices prior to service delivery, practices during telepractice, practices when working with group programs, practices when working with culturally and linguistically diverse communities, and support for practitioners. Discussion: Practices that facilitate organisational support for practitioners, flexible service modality, and equitable access and privacy attracted the strongest endorsement. The findings support a hybrid model of service delivery in family services.

A comparative study of perspectives on telepractice service delivery among Egyptian and U.S. Speech and Language Pathologists

ABSTRACT Scope: Although the discipline of Speech-Language Pathology (SLP) was established in Egypt over 50 years ago, telepractice is a new concept in Egypt. However, following the COVID-19 pandemic providers adapted to an online therapy format. Materials & methods: The current study used a retrospective pretest–posttest design to identify differences in barriers facing SLPs practicing in the USA (N = 38) and Egypt (N = 41) using telepractice. The online questionnaire assessed the domains of technical barriers, the applicability of various types of therapy, caseload characteristics’ barriers, caregivers’ challenges, and the therapists’ input. Results: Therapists in both countries had concerns pre-telepractice regarding the availability of materials for online sessions, time spent for online session preparation, guaranteed confidentiality, and protection of client personal details in teletherapy. Most US therapists held a positive attitude towards the adaptability of various types of therapy for online sessions and the applicability of online sessions for new cases, toddlers & infants, preschoolers, adults & group sessions. On the other hand, Egyptian therapists expressed concerns regarding technical barriers such as lower frequency of sessions and internet connectivity problems while also experiencing more issues related to caseload characteristics. Conclusion: This study offers preliminary data on telehealth experiences in USA and Egypt that may direct future research into ways to increase service delivery and access.

Experiences of South African speech-language therapists providing telepractice during the COVID-19 pandemic: A qualitative survey.

The COVID-19 pandemic necessitated that speech-language therapists (SLTs) make a radical change to provide services to their clients safely via telepractice. For many practitioners, telepractice was an unfamiliar mode of practice that had to be implemented under emergency conditions. Limited literature on SLTs' experiences of implementing telepractice in the Global South during this time is available. To explore the experiences of South African SLTs (N = 45) who implemented telepractice services during the COVID-19 pandemic. SLTs across the country were invited via professional bodies to participate in an online qualitative survey distributed in 2021. Data were analysed using thematic analysis principles. We describe participants' reports of their current telepractices, discuss their perspectives on accessibility to telepractice for SLTs, clients and caregivers, and working with specific diagnoses, and consider the support needs of SLTs to enhance telepractice services. Most participants work in private practice or school settings with primarily paediatric caseloads. They reported telepractice as a positive experience and felt it was effective, although they judged that some clients were not well served by telepractice. SLTs felt underprepared for the rapid switch to telepractice and the flexibility required, especially given the limited availability of guidelines given the pandemic crisis. Greater preparation is required for telepractice sessions and more attention needs to be paid to supporting caregiver involvement online. Telepractice involves various barriers and facilitators, many of which seem common across Global North and South contexts. Support is required to enhance current telepractices in terms of computer literacy, technical education, different telepractice methods and caregiver coaching. Our findings have the potential to enable the development of support, training and guidelines to improve SLTs' confidence in providing telepractice whilst delivering quality services in an accessible and safe manner. What is already known on the subject Many SLTs had to transition quickly to telepractice service provision during COVID-19, with limited existing guidelines and support. Although there is some literature available on SLTs' experiences of implementing telepractice in the Global North, perspectives from the Global South during this time are limited. It is important to understand experiences, barriers and facilitators to telepractice provision to provide tailored support to practitioners. What this paper adds to existing knowledge Telepractice provides a viable alternative to in-person therapy for specific clients and contexts. Telepractice presents both benefits and barriers for effective clinical practice across Global North and South contexts. Greater preparation is required for telepractice sessions and more attention needs to be paid to enhancing caregiver involvement online, especially since many practitioners are likely to continue offering telepractice services post-pandemic. What are the potential or actual clinical implications of this work? Clinicians felt underprepared for the rapid switch from service delivery mode to telepractice. Greater support, training and guidelines for students and practitioners are required to enhance current practices and ensure practitioners are equipped to provide effective telepractice in the future. In particular, support should cover technological aspects, caregiver coaching and online assessment options, especially for paediatric clients.

Viewpoint Telepractice 2025: Exploring Telepractice Service Delivery During COVID-19 and Beyond

Purpose: The purpose of this article is to outline the challenges and opportunities faced by speech-language pathologists (SLPs) providing telepractice services as the profession approaches the 100th anniversary of the American Speech-Language-Hearing Association in 2025. As this anniversary approaches, SLPs nationwide will reflect on the profession's past, present, and future. Undoubtedly, issues concerning the COVID-19 pandemic and the use of telepractice technology during this time will be analyzed. This article will outline several challenges for the profession and clinicians to consider for the longevity of telepractice service delivery, including (a) consensus on eHelper/facilitator terminology, (b) designating a telepractice service delivery model, (c) exploring telepractice occupational culture, and (d) pursuing future directions (e.g., ethnographic applications and cultural-linguistic diversity). Conclusions: Although telepractice service delivery has existed for less than a century, there is evidence of rapid progress. Meeting the challenges ahead for SLPs using telepractice may have a lasting impact on clinical implications in the field of speech-language pathology in 2025 and beyond the COVID-19 pandemic.

Telepractice in Speech-Language Therapy During COVID-19 Pandemic

Objectives: The purpose of this paper is to review the recent literature and reflect on the studies conducted to investigate the efficacy of tele practice in speech-language therapy. This paper focuses more on the recent literature and the studies conducted during the coronavirus COVID-19 pandemic.
 Methodology: A review of the recent literature from 2012 to 2021 was studied on providing speech-language therapy intervention through tele practice. Key literature search sources included the Sci-hub, PubMed, HINARI (Health Inter Network Access to Research Initiative), and Google Scholar databases.
 Findings: The review of the literature provides evidence that telepractice delivery model for speech and language therapy services is an effective and useful way to cater to the needs of the patients. However, this paper also provides us with an insight that the hybrid model which is the combination of one-on-one and telepractice therapy session may be more effective and holistic way to provide therapy. There is a vital need for more investigative studies on the topic of telepractice. 
 Unique Contribution to theory, practice, and policy: Speech and language therapist may opt for a hybrid therapeutic approach to achieve more functional outcomes. There is a need for in-depth and comprehensive investigative studies to fully understand the effectiveness of telepractice service delivery model when this model is utilized for variety of different speech and language disorder. Moreover, policies at professional institutes need to ensure that therapists undergo trainings on telepractice techniques and functionality to provide holistic treatment to patients and support care givers.

Outpatient speech and language therapy via videoconferencing in Germany during the COVID-19 pandemic: Experiences of therapists / Videotherapie in der ambulanten Logopädie/Sprachtherapie in Deutschland während der COVID-19 Pandemie: Erfahrungen von Therapeut/innen

Abstract During the COVID-19 pandemic, videoconferencing as a synchronous form of telepractice service delivery models received a boost. In Germany, online-only sessions are not a standardised means of healthcare provision, while telepractice is already well established internationally. This study examines videoconferencing in outpatient speech and language therapy during the first period of the COVID-19 pandemic in Germany. The experiences of therapists are reported in this study. For this quantitative study, data were collected by an online survey. Speech and language therapists in Germany were surveyed (n = 816). Data were analysed using descriptive statistics. The results demonstrated that 87% of participants used videoconferencing in the early days of the COVID-19 pandemic. Videoconferencing was conducted with patients of different ages and disorder indications. In their use of videoconferencing, 78% of therapists described benefits. The mentioned benefits and limitations are similar to international findings, showing the potential for synchronous speech and language therapy via videoconferencing. German therapists display a general acceptance of the sustainable use of videoconferencing, and the majority of therapists can imagine transferring videoconferencing to standard healthcare.

Face-to-face and Telespeech Therapy Services for Children during the COVID-19 Pandemic: A Scoping Review.

There has been increased interest in using telepractice in clinical services during COVID-19. Using telepractice is little known in speech and language therapy. However, the parents and speech therapists were satisfied with this method. Therefore, this scoping review aims to compare tele speech therapy and face-to-face speech therapy during the COVID-19 pandemic and determine the efficacy of available telepractices in speech therapy. This scoping review was according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) guideline. The authors systematically searched Web of Science, PubMed, and Scopus databases with specific eligibility criteria. The eligibility criteria were studies published from 1 January 2020 to 10 May 2023 from a peer-reviewed journal and written in English. In addition, the articles were about speech therapy in children during COVID-19. Fifteen articles were included in this scoping review. Results showed that approximately all speech therapists used tele practice during the pandemic. Parents and students are satisfied with this method but have problems with it. On the other hand, some parents and SLPs preferred tele practice accompanied by face-to-face intervention. Furthermore, few studies determined the efficacy of tele practice with clear structural methods in specific populations. Although tele speech therapy is acceptable for providing speech and language therapy services to children with swallowing and communication disorder, speech-language therapists should increase their information and technology to achieve successful results. Moreover, parents must play an essential role in telepractice services to facilitate effective communication between clinicians and families.

The Effects of Virtual Caregiver Coaching in Antigua & Barbuda on the Implementation of EMT Language Support Strategies in Naturalistic Environments.

This single-case multiple baseline design investigation set out to determine the effectiveness of using a telepractice service delivery model to coach caregivers in Antigua & Barbuda in the use of Enhanced Milieu Teaching (EMT) language support strategies with a child with language impairment. A slightly modified version of the Teach-Model-Coach-Review (TMCR) method was used during virtual instruction to train a caregiver on the language support strategies of environmental arrangement, matched turns, expansions, and time delay with milieu prompting. The caregiver attended sessions three times a week for up to 45 minutes for four weeks. The results of this study indicated a positive relationship between the intervention and caregiver use of strategies. The caregiver demonstrated increased responsiveness to the child's communication attempts and exhibited the use of language support strategies across activities. This study suggests that telepractice can be an effective service delivery model for providing coaching to caregivers.

Patient and caregiver satisfaction regarding telepractice versus in-person services at a university speech, language, and hearing clinic

Purpose: The purpose of the pilot study is to explore patient and caregiver (i.e., spouse, parent, grandparent, child, and grandchild) satisfaction regarding telepractice versus in-person services provided at a university speech, language, and hearing clinic.Methods: Survey data were collected from 70 respondents (24 received in-person services only, 13 received telepractice only, and 33 received both in-person services and telepractice) during the onset of the COVID-19 pandemic.Results: Results indicated that patients and caregivers rated overall in-person services significantly higher than the overall telepractice services. Patients’ and caregivers’ perceived technology skills were not significantly related to their satisfaction of telepractice. However, graduate clinicians’ technology skills, professionalism, and the quality of materials used in sessions were significantly associated with patients’ and caregivers’ satisfaction of telepractice. Also, patients’ and caregivers’ interaction with graduate students and supervisors was significantly correlated to their satisfaction of telepractice.Conclusions: Areas of improvement for telepractice-based services were discussed. The significance of adopting telepractice clinical and technical skills in preservice speech-lan¬guage pathology pedagogy was also highlighted.

Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students

A common challenge for clinical training programs is helping students apply academic knowledge to clinical settings. Authentic assessment using simulation offers a unique approach to bridging this gap. Miller’s pyramid provides a framework for competency-based education that integrates formative assessment and feedback at each stage of student learning. A multi-part assignment that builds from gathering data following a specific protocol (i.e., basic level), moves through interpretation of data (i.e., intermediate level), and then using that data to direct next steps (i.e., advanced level) scaffolds student learning toward clinical practice. Review of past student assignments indicated better performance on intermediate and advanced skills when using a video-based, multi-component assignment as compared to the original assignment design. Incorporating video components allows simulation of rare clinical populations, while also replicating current telepractice service provision. By simulating patient interactions, the instructor replicates real world challenges, allowing the students to demonstrate in-the-moment problem solving and clinical responsiveness.

Bridging the Access Gap: The Telepractice Experience of Speech Therapists and Audiologists at a Public Health Care Facility in South Africa.

South Africa is a low to middle income country (LMIC) with a population of 60 million people. The public health sector serves more than 80% of the population. Chris Hani Baragwanath Academic Hospital is a central level public health care facility situated in Gauteng. The Speech Therapy and Audiology Department provides insight into their telepractice services through a qualitative approach. The onset of the COVID-19 pandemic resulted in therapists exploring telepractice as a sustainable model of service delivery. Therapists and patients encountered many challenges to the implementation of telepractice, however, the commitment of therapists ensured that creative solutions were developed. A comprehensive needs analysis at public health institutions is required to ensure the sustainability of telepractice. A hybrid model (telepractice and in-person consults) holds the potential to reduce the financial burden on patients and increase access to quality patient-centered care.

Student Clinicians' Views of Telepractice and In-Person Service Delivery

Purpose: The purpose of this study was to compare graduate student clinicians' self-reported perceptions of in-person versus telepractice service delivery based on preparation/training, treatment process, client and clinician engagement, data collection, and client progress. Method: This study used mixed methodology to answer three research questions: (a) What are the differences between students clinicians' perceptions pre– and post–in-person and telepractice service delivery, (b) What are the differences between student clinicians' views of in-person and telepractice service delivery, and (c) How do changes in the pre- and post-surveys represent the student clinicians' views of in-person versus telepractice service delivery? Graduate students completed pre- and post-surveys and participated in focus groups following 16 weeks of telepractice or in-person service delivery. Results: Overall, findings revealed more similarities than differences between telepractice and in-person service delivery based on students' self-report before and after treatment. Similarities included preparation methods, use of evidence-based practice, amount of family involvement, and client progress. Differences included amount of time to prepare for the session, establishing rapport, and collecting data. In the end, participants' self-efficacy and implementation readiness increased for both service delivery models. Conclusion: Findings from this study provide a foundation for graduate training by relating telepractice to in-person service delivery models. Supplemental Material: https://doi.org/10.23641/asha.21498636

Parent Satisfaction With Pediatric Speech-Language Pathology Telepractice Services During the COVID-19 Pandemic: An Early Look

Purpose: The aim of this study was to evaluate parent/guardian satisfaction with speech-language pathology telepractice services provided at a New York–based pediatric health care facility during the COVID-19 pandemic. Specifically, satisfaction with appointment maintenance, progress, acquisition of goals, and parent education was measured. Method: Researchers identified patients from 0 to 21 years of age who received at least one speech-language pathology telepractice service from May 1 to May 29, 2020, for study inclusion. One hundred seven patients met the inclusion criteria. A qualitative survey with four Likert scale questions was e-mailed to a parent/guardian of these patients. Questions assessed interest in maintaining telepractice services following the COVID-19 pandemic in addition to rating satisfaction with appointment maintenance, parent/caregiver education, and patient progress. Thirty participants completed the survey, reflecting 28% completion rate. Results: Parents/guardians indicated overall satisfaction with pediatric speech-language pathology telepractice services. Qualitative analyses revealed subthemes for advantages and disadvantages of the telepractice platform. Advantages included convenient scheduling and session maintenance, improved safety in the setting of COVID-19, opportunities for visual models that were not possible while masked, and increased opportunities for parent education and training in the child's natural environment. High-level clinician engagement, continuity of care, creativity, and a well-established clinical rapport improved the efficacy of telepractice sessions. Reported disadvantages included distractibility, patient age contingencies, technological difficulties, restricted treatment modalities, and virtual session structure. Results implied a preference for in-person speech-language pathology sessions versus telepractice at this facility. Conclusions: The results of this survey study indicated parent satisfaction with speech-language pathology services via telepractice. Patients' return to in-person speech-language pathology sessions when available in subsequent months does imply a preference for in-person care. However, the notable advantages and disadvantages of telepractice expressed by parents/guardians at the researchers' facility during the early months of the COVID-19 pandemic offer valuable insights for current and future speech-language pathology telepractice providers.

Recent Advances of Telepractice for Autism Spectrum Disorders in Speech and Language Pathology.

Telepractice or teletherapy is defined as the means of service delivery via technology-based platforms that allow long-distance interventions across populations, age spans, and geographical locations. Specifically, telepractice capitalizes on communication technologies such as online modules, videoconferencing, and computerized software programs, in servicing populations with communication challenges. Notably, telepractice has emerged as a potentially effective, low-cost, and promising means of conducting and completing online assessment, diagnosis, and intervention sessions for individuals with autism spectrum disorders (ASD). Moreover, telepractice allows the inclusion of parents, caregivers, and educators as potential facilitators in supporting treatment delivery in populations with ASD. This thematic review article aims to highlight and acquaint practitioners and other stakeholders with relatively recent information regarding the advantages and disadvantages of the telepractice service delivery model in ASD. Furthermore, the emergence of the COVID-19 pandemic has impacted service delivery in the field of Health Sciences including speech and language pathology (SLP). Consequently, the need to avoid face-to-face therapy sessions, recommended to SLPs as to all health practitioners, resulted in the call for adaptation and adjustment of service telepractice. This paper attempts to answer this call by suggesting supplementing traditional diagnostic and therapy resources with training modules consisting of online materials and use of animated and specially designed programs in SLP intervention with individuals with ASD. Lastly, the paper includes a discussion of research findings in the field, a conclusion, and a take-home message.