Tucker Janice K
Speech Language Support Programs, Lincoln Intermediate Unit #12, New Oxford, PA.
Int J Telerehabil. 2012 Dec 9;4(2):61-72. doi: 10.5195/ijt.2012.6100. eCollection 2012 Fall.
This research surveyed 170 school-based speech-language pathologists (SLPs) in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011) that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology. Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.
这项研究对美国东北部一个州的170名学校言语语言病理学家（SLP）进行了调查，只有1.8%的人报告在学校环境中使用远程诊疗。这些结果与美国言语语言听力协会（ASHA）的两项调查（2002年；2011年）一致，这两项调查都表明学校言语语言病理学中远程诊疗的使用有限。在本研究中，使用远程诊疗的意愿与年龄呈负相关，这可能是因为该行业的年轻成员更习惯于使用技术。总体而言，受访者担心通过远程诊疗进行评估的有效性；临床医生是否能够通过远程诊疗与客户充分建立融洽关系；以及通过远程诊疗进行的治疗是否能与面对面言语语言治疗一样有效。大多数受访者表示需要为学校远程诊疗项目制定程序和指导方针。
