Related Experiment Video
Updated: Jul 15, 2026
Therapy Interventions for Upper Limb Amputees Undergoing Selective Nerve Transfers
Published on: October 29, 2021
Training for the Delivery of a Comprehensive High-Dose Aphasia Therapy Program via Telerehabilitation: Effectiveness
Shu En Lee1,2,3, Genevieve Vuong1,2,4,5,6, Jade Dignam4,5
1School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia.
Background:
TeleCHAT is the Comprehensive High-dose Aphasia Treatment program delivered via telerehabilitation. TeleCHAT is a complex intervention, with delivery challenges arising from its comprehensive scope and individualised therapeutic and technological requirements. Thus, training for speech-language pathologists (SLPs) in the delivery of TeleCHAT is necessary.
Aims:
This study aimed to evaluate the acceptability and effectiveness of a training package in equipping SLPs with the knowledge, skills and confidence to deliver TeleCHAT via telerehabilitation.
Methods And Procedures:
Three cohorts of SLPs (n = 14) completed the TeleCHAT training package, which consisted of theoretical content and practical training. Participants completed a 13-item satisfaction survey using a 5-point Likert scale and an observation of technological skills checklist (OTSC) post-training. Video recordings of four SLPs' delivery of their first TeleCHAT session was observed by researchers. The SLPs' independence delivering therapy was rated using the OTSC. Quantitative and qualitative data were analysed using descriptive statistics (mean, standard deviation and range) and content analysis, respectively. Data from each cohort informed improvements to the training package for the next cohort.
Outcomes And Results:
Participants self-rated as moderately to totally independent in the use of telerehabilitation technology post-training, with high levels of understanding, confidence and preparedness of delivering TeleCHAT. Observations of SLPs' first TeleCHAT sessions demonstrated total independence with delivering TeleCHAT and troubleshooting technological issues. Content analysis revealed suggestions to improve (a) the content and (b) the structure and delivery of training. The theoretical components transitioned to self-paced online modules to address the time constraints in SLPs' workload for Cohorts 2 and 3.
Conclusion And Implications:
The training package was well received by participants. Multimodal learning approaches, practical training and specificity of the components of the intensive, comprehensive aphasia program were essential in building confidence in SLPs.
What This Study Adds:
What is already known on the subject There is evidence to suggest that formal training equips clinicians with the necessary knowledge and skills for delivering services via telerehabilitation. Existing studies primarily provided content-based learning but promoted the inclusion of practical and observational training components to build clinician confidence in telerehabilitation. What this paper adds to existing knowledge This study highlights the importance of multimodal and specific training, emphasising practical training to build clinician confidence in delivering complex and specialist interventions, such as ICAPs, via telerehabilitation. It also provides an example of the design of a clinician training package for telerehabilitation based on behaviour change theory. What are the potential or actual clinical implications of this work? The findings of this study advocates for the integration of practical training and content tailored to the specific intervention in telerehabilitation services. By focusing on these aspects in training, clinicians are better prepared to deliver telerehabilitation services, thereby enhancing patient care outcomes.
