Grogan-Johnson Sue
Department of Speech Pathology and Audiology, Kent State University, Kent, Ohio.
Semin Speech Lang. 2021 Mar;42(2):162-176. doi: 10.1055/s-0041-1723842. Epub 2021 Mar 16.
School-based speech-language pathologists (SLPs) are implementing telecommunication technologies for service provision. Telepractice is one among an array of service delivery models that can be successfully implemented in the public-school setting. While many school-based SLPs have been plunged into telepractice with the recent pandemic, this temporary shift to emergency instruction is not the same as fully implementing a telepractice service delivery model. SLPs who recognize the potential application of telecommunications would profit from additional training and experience to take advantage of the benefits of this service delivery model. The purpose of this article is to explore the concept of telepractice as a service delivery model, and to answer the who, what, when, where, and why questions of school-based telepractice. Telepractice is one of several service delivery models that school-based SLPs can confidently utilize to provide effective speech and language therapy services to school-age students.
学校言语语言病理学家（SLP）正在采用电信技术提供服务。远程治疗是一系列可在公立学校环境中成功实施的服务提供模式之一。虽然许多学校言语语言病理学家因近期的疫情而投身于远程治疗，但这种向应急教学的临时转变与全面实施远程治疗服务提供模式并不相同。认识到电信潜在应用的言语语言病理学家将从额外的培训和经验中受益，以利用这种服务提供模式的优势。本文的目的是探讨远程治疗作为一种服务提供模式的概念，并回答基于学校的远程治疗的何人、何事、何时、何地以及为何等问题。远程治疗是学校言语语言病理学家可以放心采用的几种服务提供模式之一，用于为学龄学生提供有效的言语和语言治疗服务。
