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Therapeutic Communication

Therapeutic Communication

Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...

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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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TeleSpeech Therapy Pilot Project: Stakeholder Satisfaction.

Sena Crutchley¹, Michael Campbell¹

¹The University of North Carolina at Greensboro.

International Journal of Telerehabilitation

|May 7, 2015

Summary

This summary is machine-generated.

This pilot study found that school-based telepractice for speech therapy in rural North Carolina was satisfactory for parents, teachers, and administrators. Stakeholders reported high satisfaction with student progress and clinician accessibility in the telespeech therapy program.

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Area of Science:

Speech-Language Pathology
Telehealth
Educational Technology

Background:

Telepractice offers a solution for delivering specialized services to underserved areas.
School-based speech-language therapy is crucial for student development.
Addressing service gaps in rural education requires innovative delivery models.

Purpose of the Study:

To evaluate parent/caregiver, teacher, and administrator satisfaction with a school-based telepractice pilot program.
To assess the effectiveness of telespeech therapy in a rural school district.
To identify stakeholder perceptions of a university-clinic-delivered telepractice model.

Main Methods:

A year-long school-based telepractice pilot project was implemented in a rural North Carolina county.
Satisfaction surveys using a 5-point Likert scale were administered to parents/caregivers, teachers, and administrators.
Data were analyzed based on responses from the three stakeholder groups (N=23).

Main Results:

Stakeholders reported high satisfaction (mean ratings > 4.0) with student progress and clinician accessibility.
A strong majority (mean rating: 4.3) would recommend telespeech therapy to other school districts.
Teachers' satisfaction with met expectations was slightly lower (mean rating: 3.92).

Conclusions:

Telepractice appears to be a satisfactory service delivery model for school-based speech-language therapy in rural settings.
The program demonstrated success in meeting student goals and ensuring clinician responsiveness.
Further investigation may be needed to fully align teacher expectations with telepractice delivery.