Grogan-Johnson Susan, Gabel Rodney M, Taylor Jacquelyn, Rowan Lynne E, Alvares Robin, Schenker Jason
Speech Pathology and Audiology Department, Kent State University, OH.
Bowling Green State University, Bowling Green, OH.
Int J Telerehabil. 2011 May 24;3(1):31-42. doi: 10.5195/ijt.2011.6064. eCollection 2011 Spring.
This article describes a school-based telehealth service delivery model and reports outcomes made by school-age students with speech sound disorders in a rural Ohio school district. Speech therapy using computer-based speech sound intervention materials was provided either by live interactive videoconferencing (telehealth), or conventional side-by-side intervention. Progress was measured using pre- and post-intervention scores on the Goldman Fristoe Test of Articulation-2 (Goldman & Fristoe, 2002). Students in both service delivery models made significant improvements in speech sound production, with students in the telehealth condition demonstrating greater mastery of their Individual Education Plan (IEP) goals. Live interactive videoconferencing thus appears to be a viable method for delivering intervention for speech sound disorders to children in a rural, public school setting.
本文描述了一种基于学校的远程医疗服务提供模式，并报告了俄亥俄州农村学区患有语音障碍的学龄学生所取得的成果。使用基于计算机的语音干预材料进行的言语治疗，通过实时交互式视频会议（远程医疗）或传统的并排干预方式提供。使用《戈德曼-弗里斯托发音测试第二版》（戈德曼和弗里斯托，2002年）的干预前和干预后分数来衡量进展情况。两种服务提供模式下的学生在语音发音方面都有显著改善，远程医疗模式下的学生在实现其个别教育计划（IEP）目标方面表现出更强的掌握能力。因此，实时交互式视频会议似乎是在农村公立学校环境中为患有语音障碍的儿童提供干预的一种可行方法。
