Discipline of Speech Pathology, School of Allied Health, Human Services and Sport, La Trobe University, Bundoora, Victoria, Australia.
School of Education, College of Arts, Social Sciences and Commerce, La Trobe University, Bundoora, Victoria, Australia.
Lang Speech Hear Serv Sch. 2022 Jan 5;53(1):30-43. doi: 10.1044/2021_LSHSS-20-00167. Epub 2021 Nov 9.
The impact of stuttering can be significant, and effective treatment is critical. Despite evidence supporting direct treatment approaches for school-age children who stutter, a complex set of barriers can prevent access at school. One potential solution is telepractice. To date, however, there is no published evidence regarding the use of telepractice to deliver the Lidcombe Program within a school setting.
In this pilot study, a telepractice service was established and the perspectives of the five treating speech-language pathologists (SLPs) were evaluated before, during, and after the trial through focus groups and recorded telesupervision sessions.
An inductive and reflexive thematic analysis identified four main themes: (a) Understanding and managing technology is critical; (b) logistical considerations can be time-consuming and challenging; (c) preparation and support are essential; and (d) family engagement, acceptance, and independence with telepractice services can be facilitated by external support and coaching. Initially, the SLPs shared feelings of uncertainty, fear, and apprehension. Yet, despite this concern, the SLPs ultimately reported that telepractice can play an important role in their service.
In order to maximize the potential value of telepractice, SLPs require training and support to (a) manage the technology and troubleshoot problems that invariably arise, (b) have the opportunity to watch demonstrations of the technology, and (c) clearly explain the roles, responsibilities, and expectations of the parent engaging in treatment. These findings have particular relevance now, as schools and support services navigate a COVID-safe delivery model for the indefinite future.
口吃的影响可能是巨大的，因此有效的治疗至关重要。尽管有证据支持针对学龄期口吃儿童的直接治疗方法，但一系列复杂的障碍可能会阻碍他们在学校获得治疗。远程实践可能是一种潜在的解决方案。然而，迄今为止，尚无关于在学校环境中使用远程实践来实施 Lidcombe 计划的已发表证据。
在这项试点研究中，建立了远程实践服务，并通过焦点小组和记录的远程监督会议，在试验之前、期间和之后评估了五位治疗言语语言病理学家（SLP）的观点。
归纳和反思性主题分析确定了四个主要主题：（a）理解和管理技术至关重要；（b）后勤方面可能既耗时又具有挑战性；（c）准备和支持是必不可少的；（d）通过外部支持和辅导，可以促进家庭参与、接受和独立使用远程实践服务。最初，SLP 们分享了不确定、恐惧和担忧的感觉。然而，尽管存在这种担忧，但 SLP 们最终报告说，远程实践可以在他们的服务中发挥重要作用。
为了最大限度地发挥远程实践的潜在价值，SLP 需要培训和支持，以（a）管理技术并解决不可避免出现的问题，（b）有机会观看技术演示，以及（c）清楚地解释参与治疗的家长的角色、责任和期望。这些发现具有特殊意义，因为学校和支持服务正在为不确定的未来探索一种 COVID-安全的交付模式。
