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Serving Students, the

Community, and Clients

Through TelepracticeKarmen L. Porter, Ph.D., CCC-SLP, Fort Hays State University

Jayne Brandel, Ph.D., CCC-SLP, West Virginia University

Stephanie Tiernan, M.S., CCC-SLP, Fort Hays State University

Jacque Jacobs, M.S., CCC-SLP, Fort Hays State University

Disclosures

Financial Disclosures: All presenters are currently employed at the following universities

Karmen Porter, Ph.D., CCC-SLP – Chair, Assistant Professor, Fort Hays State University- No NonFinancial

Disclosures

Jayne Brandel, Ph.D., CCC-SLP – Chair, Associate Professor, West Virginia University- Financial

Disclosure: Presenter received registration and hotel; No Nonfinancial Disclosure

Stephanie K. Tiernan, M.S., CCC-SLP – Speech Language Pathologist / Program Specialist, Fort Hays State

University- No NonFinancial Disclosure

Jacque Jacobs, M.S., CCC-SLP – Clinical Coordinator, Fort Hays State University- No Nonfinancial

Disclosures

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Acknowledgments

Thank you to all the graduate students at Fort Hays State University and West

Virginia University that participated in our survey.

Thank you to the CSD department at Fort Hays State University and West

Virginia University.

Thank you to the cooperating agencies who have partnered with each

university.

Learner Objectives

1. Describe what telepractice can offer to CSD students.

2. Explain the benefit of telepractice in developing the community and university relationship.

3. Identify solutions to barriers in adding telepractice to students’ clinical training experiences.

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Background

● Expansion of clinical training experiences to diversify from traditional service

delivery training

● Logistical Issues

○ Funding for another clinical supervisor

■ Telepractice training of clinical supervisor

■ Professional development costs

○ Costs of start-up

● Two approaches

○ Direct contract with school/school district (FHSU)

○ Contract with private practice (WVU)

Clinical Expectations

Data Storage

Secure Network

Platform

EBP

Weekly meetings

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Challenges

Networking speed

Processing speed

Administrator buy in

Technology Needs

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Benefits

Clinical Experience within an Increasingly Popular Service Delivery Model

Collaborative Experiences

Multicultural and Linguistically Diverse Experiences

Multiple Other Student Preparedness Benefits

FHSU and Community Relationships

CLOCK HOURS

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Graduate Student Perceptions of Telepractice

Participants: 34 graduate students

Method: Online survey; Likert style questions regarding perceptions of

telepractice

Results: Participation in telepractice significantly influenced student

perceptions.

Q: I am comfortable providing evidence-based speech-

language pathology services via telepractice.

A

GRE

E

D

I

S

AG

R

EE

No Experience

Experience1.60

3.35

T= -5.800, p=0.000

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Q: I believe that telepractice is an effective mode of service

delivery for pre-school children.

A

GRE

E

D

I

S

AG

R

EE

No Experience

Experience

3.21

2.30

T= -2.339, p=0.026

Q: I believe that telepractice is an effective mode of service

delivery for school age children.

A

GRE

E

D

I

S

AG

R

EE

No Experience

Experience

2.00

1.20

T= -3.530, p=0.001

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Q: I believe that telepractice is an effective mode of service

delivery for children with speech sound disorders.

A

GRE

E

D

I

S

AG

R

EE

No Experience

Experience

2.25

1.50

T= -2.169, p=0.038

Q: I believe that telepractice is an effective mode of service

delivery for children with language and literacy disorders.

A

GRE

E

D

I

S

AG

R

EE

No Experience

Experience

2.33

1.40

T= -3.009, p=0.005

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Q: I am comfortable with the technical aspects involved

with delivering speech-language therapy via telepractice.

A

GRE

E

D

I

S

AG

R

EE

No Experience

Experience

2.96

1.60

T= -2.967, p=0.006

Q: I would feel comfortable using telepractice as a service

delivery option in my future professional setting.

A

GRE

E

D

I

S

AG

R

EE

No Experience

Experience

2.54

1.80

T= -2.205, p=0.035

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Discussion

Range of telepractice experiences influenced perceptions

Noticeable trend toward “equalization” of telepractice

Students can be prepared to face the challenge of telepractice

Summary

Communities

UniversitiesStudents

SOUTHWEST KANSAS AREA COOPERATIVE DISTRICT #613

DEPARTMENT OF COMMUNICATION DISORDERS

Clinical Expectations ~ Telepractice Stephanie K. Tiernan, M.S., CCC-SLP

TELEPRACTICE CLINICAL POLICIES

• You will follow the Herndon Clinic dress code at all times. • You will need to allow time to ensure all equipment is working properly. • We will be following the USD XXX- school schedule. Clients will not be

attending therapy during field trips, temporarily during fire drills, and during school parties and assemblies. Flexibility is required in following these school procedures. (see copy of calendar)

• Review your client’s background by reviewing the IEP on Webkids (see Blackboard for login). Discuss progress made with me prior to beginning therapy.

• Grades will be determined using the Calipso ratings scale. • You will need to create a dropbox account if you do not have one. You

may create a free account at www.dropbox.com • You will need to have a Google account. This may be used to share

lesson plans with the paraprofessional at the school. We will also be using Google docs to share files. If your google email is different than your FHSU email please provide this email account to me.

• You will need to create a VSee username and password. • The paraprofessional at the school is XXX. Her contact information is

XXX@XXX.com, XXX-XXX-XXXX. Please send her an email and a text introducing yourself so that she also has your contact information. We rely heavily on text to communicate regarding absences of clients.

• Weekly meetings will be scheduled. • Read two Telepractice articles found in BlackBoard in Articles folder