Getting Started in School-Based Speech-Language Pathology Telepractice Purpose Speech-language pathologists (SLPs) are increasingly implementing technologies such as the Internet and videoconferencing for service provision (Dudding & Justice, 2004). Many school-based SLPs are recognizing the potential application of telecommunications but lack the knowledge to put this service delivery model into action (Grogan-Johnson, 2012). The purpose of this ... Article
Article  |   October 29, 2018
Getting Started in School-Based Speech-Language Pathology Telepractice
Author Affiliations & Notes
  • Sue Grogan-Johnson
    Department of Speech Pathology and Audiology, Kent State University, Kent, OH
  • Disclosures
    Disclosures ×
  • Financial: Sue Grogan-Johnson has no relevant financial interests to disclose.
    Financial: Sue Grogan-Johnson has no relevant financial interests to disclose.×
  • Nonfinancial: Sue Grogan-Johnson has no relevant nonfinancial interests to disclose.
    Nonfinancial: Sue Grogan-Johnson has no relevant nonfinancial interests to disclose.×
Article Information
Speech, Voice & Prosodic Disorders / School-Based Settings / Telepractice & Computer-Based Approaches / Part 2
Article   |   October 29, 2018
Getting Started in School-Based Speech-Language Pathology Telepractice
Perspectives of the ASHA Special Interest Groups, October 2018, Vol. 3, 21-31. doi:10.1044/persp3.SIG18.21
History: Received June 13, 2018 , Revised August 30, 2018 , Accepted September 12, 2018
Perspectives of the ASHA Special Interest Groups, October 2018, Vol. 3, 21-31. doi:10.1044/persp3.SIG18.21
History: Received June 13, 2018; Revised August 30, 2018; Accepted September 12, 2018

Purpose Speech-language pathologists (SLPs) are increasingly implementing technologies such as the Internet and videoconferencing for service provision (Dudding & Justice, 2004). Many school-based SLPs are recognizing the potential application of telecommunications but lack the knowledge to put this service delivery model into action (Grogan-Johnson, 2012). The purpose of this article is to explore the concept of telepractice as a service delivery model. Then, utilizing a clinical decision-making process based on the author's clinical experience with the Kent State University School-Based Telepractice Project, 1 approach to implementing telepractice in the public school setting will be described.

Conclusion Telepractice is 1 of several service delivery models that can be implemented to provide speech and language therapy services to school-age students. School-based SLPs can utilize a clinical decision-making process to determine how to implement telepractice service delivery in their unique setting.

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