Department of Speech Pathology and Audiology, Kent State University, Kent, Ohio 44242, USA.
J Telemed Telecare. 2010;16(3):134-9. doi: 10.1258/jtt.2009.090608. Epub 2010 Mar 2.
We compared the progress made by school children in speech language therapy provided through videoconferencing and conventional face-to-face speech language therapy. The children were treated in two groups. In the first group, 17 children received telemedicine treatment for 4 months, and then subsequently conventional therapy for 4 months. In the second group, 17 children received conventional treatment for 4 months and then subsequently telemedicine treatment for 4 months. The outcome measures were student progress, participant satisfaction and any interruptions to service delivery. Student progress reports indicated that the children made similar progress during the study whichever treatment method was used. There was no significant difference in GFTA-2 scores (Goldman-Fristoe Test of Articulation) between students in the two treatment groups. Satisfaction surveys indicated that the students and parents overwhelmingly supported the telemedicine service delivery model. During the study, a total of 148 of the 704 possible therapy sessions was not completed (21%); the pattern of cancellations was similar to cancellations in US public schools generally. Videoconferencing appears to be a promising method of delivering speech language therapy services to school children.
我们比较了通过视频会议和传统面对面言语治疗为学校儿童提供的言语语言治疗的进展。这些孩子分为两组进行治疗。在第一组中，17 名儿童接受了 4 个月的远程医疗治疗，然后再接受 4 个月的常规治疗。在第二组中，17 名儿童接受了 4 个月的常规治疗，然后再接受 4 个月的远程医疗治疗。结果衡量标准是学生的进步、参与者的满意度以及服务提供的任何中断。学生进展报告表明，无论使用哪种治疗方法，孩子们在研究期间都取得了类似的进展。两组学生的 GFTA-2 评分（Goldman-Fristoe 语音测试）没有显著差异。满意度调查表明，学生和家长非常支持远程医疗服务模式。在研究期间，总共有 704 次可能的治疗课程中，有 148 次（21%）未完成；取消的模式与美国公立学校的一般取消模式相似。视频会议似乎是向学校儿童提供言语语言治疗服务的一种很有前途的方法。
