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Results: NOMS
Parent and e-helper feedback Questions and Answers
Who We Are
Introduction
Maine has many unmet needs Geographical limitations Long travel times to providers
Tech Requirements-Vendors
A number of low cost, web hosting applications are readily available including Adobe Connect (Adobe 2011), WebEx (Cisco 2011) and applications that integrate electronic medical records (iHAS 2010).
Tech Requirements-Security
Look for a vendor with:
dedicated security department, including a GIACCertified Forensic Analyst,
Tech Requirements-Computer
Most computers purchased within the last several years have adequate processing speed.
It is helpful for the e-helper to use a computer with at least a 14 inch monitor.
Tech Requirements-Audio
For most speech telepractice, the built in microphone will be adequate. A separate USB microphone or the use of a headset will improve audio quality.
Tech Requirements-Video
There are a variety of webcams offering standard or high definition video. We utilized Logitech 9000 webcams.
Getting Started
Getting Started
Set up password protected meeting and email link to e-helper and parents.
Web-Based Telepractice
Our Point of View Speech therapy telepractice should not be just an extension of traditional speech therapy by a video conference.
Web 2.0
Communicatively disordered patients live, socialize, learn and work in a digital age that continues to change society (Anderson
and Rainie, 2010).
Our Clients
Patient selection
Utilization of resources Options continue to change
Authentic Materials
Requested a few pictures of clients to make materials. Set up routines to embed literacy opportunities. Personalized instruction based on interests of client. Engaged e-helpers participation.
Welcome to teletherapy! Todays speech pathologist working with you is Nathan H. Curtis, M.A., CCC-SLP. He can be reached at 338-9349 or ncurtis@wcgh.org. You are on a secure connection meeting HIPPA standards. Confidentiality is important to us. Please make adjustments on your site to protect your students confidentiality of these services.
Layla Smith
I have a friend whose name is Layla and this is how she spells her name. La yla La yla La yla
Thats how she spells her name!
Team Work
Multiple therapists working with clients.
Building language literacy skills. Utilizing e-helpers. Two videos demonstrating these concepts.
Nathan H. Curtis, M.A., CCC-SLP, Jennifer B. Whitcomb, M.A., CCC-SLP, Jessica L.Wilbur, M.A., CCC-SLP & Michael P. Towey, M.A., CCC-SLP, 2011
Nathan H. Curtis, M.A., CCC-SLP, Jennifer B. Whitcomb, M.A., CCC-SLP, Jessica L.Wilbur, M.A., CCC-SLP & Michael P. Towey, M.A., CCC-SLP, 2011
Nathan H. Curtis, M.A., CCC-SLP, Jennifer B. Whitcomb, M.A., CCC-SLP, Jessica L.Wilbur, M.A., CCC-SLP & Michael P. Towey, M.A., CCC-SLP, 2011
Nathan H. Curtis, M.A., CCC-SLP, Jennifer B. Whitcomb, M.A., CCC-SLP, Jessica L.Wilbur, M.A., CCC-SLP & Michael P. Towey, M.A., CCC-SLP, 2011
2.
3.
Nathan H. Curtis, M.A., CCC-SLP, Jennifer B. Whitcomb, M.A., CCC-SLP, Jessica L.Wilbur, M.A., CCC-SLP & Michael P. Towey, M.A., CCC-SLP, 2011
2. Can access email to locate the link for the telepractice session.
3. Can set up the computer and establish the video and audio connection for the telepractice session.
4. Can trouble shoot basic audio and video difficulties by listening to directions of the telepractice provider and accessing those sites/tools on the computer.
Nathan H. Curtis, M.A., CCC-SLP, Jennifer B. Whitcomb, M.A., CCC-SLP, Jessica L.Wilbur, M.A., CCC-SLP & Michael P. Towey, M.A., CCC-SLP, 2011
6. Can play an active role in offering feedback to clinician about quality of video and audio as well as the materials being displayed.
7. Can establish proper seating for e-learner allowing access to the computer and offering appropriate lighting to aid in video transmission of e-learner.
Nathan H. Curtis, M.A., CCC-SLP, Jennifer B. Whitcomb, M.A., CCC-SLP, Jessica L.Wilbur, M.A., CCC-SLP & Michael P. Towey, M.A., CCC-SLP, 2011
Coaching
Partnership Focused on teacher learning goals Non judgmental
Consultation
Provision of service Informs re: the childs needs
Collaboration
Collegially working Transdisciplinary Focus on common child goal
Partnership
Coaching works best when it focuses on the entire person versus focusing on skill development alone.
Source: Harvard Business Review
The quality of the skill interacting with children is most closely associated with childrens positive development
(Justice et al, 2008)
Its impossible to make content relevant for students whom you dont know (Littky, 2004).
Coaching Process
Building trust Ensuring fit Strengthening voice Developing awareness
(Tomlinson, 2008)
Trust
Trust strengthens when coaches believe in e-helpers capacity to succeed and work in their best interest.
Ensuring Fit
Support e-helpers to do what they are ready to do to ensure success. Coach what the e-helper cares about.
Differentiate coaching based on ehelpers needs and skills.
Strengthening Voice
High quality does not happen if partners are unable to express their ideas, emotions, confusion, learning needs, biases. Only when people can speak their minds does real learning have a chance to happen (Palmer,
1998).
Developing Awareness
E-helpers understand how learning works for themselves and their students:
They know what is really important. They sustain focus on what matters. They practice. They reflect on what works and what needs to change.
Modeling
E-helpers had a chance to observe us and the responses of the student Real-time coaching offered opportunities to give and get feedback E-helpers took what we did and made it their own
Create a process and environment where e-helpers feel safe to share and learn
Results: NOMS
Compared our facilitys telepractice results to our facilitys results for children seen in preschool settings, to national data from children seen in preschool settings. Setting limited to preschools 30 minute sessions
Considerations
55% had other Dx including: Hearing Loss, ADHD, ASD, Disruptive Behavior Disorder, Developmental Delay 45% had 1:1 support in educational setting 25% of the children attended a special purpose program for children with need for behavioral support 40% Attended Head Start
Articulation
65 60 55 50 45 40 35 30 One Level Multiple Levels Telepractice Facility National
55%
Pragmatics
70 65 60 55 50 45 40 35 30 25 20 One Level Multiple Levels
25%
Telepractice Facility National
85%
90%
Other Considerations
Frequency of sessions
Tele 1-2x/wk (average 1.6) Facility 1-3x/wk (average 2.3) National 1-4x/wk (average 1.9)
6 Month Snapshot
80 70 60 50 40 30 20 10 0
A ul ic rt P P g ra C om e eh pr c du ro s ic at m n io at ito n n io
Average # of 15 minute units = 44 Artic 50% Pragmatics 60% Comprehension 70% Production 80%
ns
Parent Questionnaire
Overall Satisfaction Rating (4.82) 82% very satisfied
18% satisfied
Parent Questionnaire
Effectiveness (4.36)
45.5% highly effective 45.5% very effective 9% effective
Parent Questionnaire
Amount of progress (4.18)
36% much more than expected 46% more than expected 18% amount expected
Parent Questionnaire
Would you recommend teletherapy? (4.91) 91% highly encourage services
9% encourage services
Parent feedback
My son went from saying maybe 1-2 words last November, to full interactive, understandable conversations. The progress has been amazing! His goal was 3 word sentences, and he far surpassed that.
(parent)
Parent feedback
It has worked well for us because of our location and even with my child's young age and short attention span he was engaged for the length of the sessions. It was very good for us!
(parent)
Parent Feedback
He is talking more, and before he wouldnt and couldnt talk to me. He now tells me he loves me! (parent) I think this entire program is fantastic. I would recommend it to any parent who has any concerns about their child. (parent)
E-helper Questionnaire
Before starting telepractice, prediction of these services being successful with client: 27% very apprehensive 67% not sure 6% confident of success
E-helper Questionnaire
Amount of progress (4.27) 47% much more than expected 33% more than expected 20% amount expected
E-helper Questionnaire
Effectiveness of Teletherapy (4.07) 40% highly effective 27% very effective 33% effective
E-helper Questionnaire
Use of Strategies (4.13) 33% learn and use strategies weekly 53% use strategies regularly 7% use strategies occasionally 7% have tried strategies a few times
E-helper Questionnaire
Quality of Audio & Video (4.13) 27% excellent 60% very good 13% okay
E-helper Questionnaire
Comfort in Setting Up Sessions (4.87) 93% comfortable 7% somewhat uncomfortable
E-helper Questionnaire
Would you recommend teletherapy? (4.71) 71% highly encourage
29% encourage
E-helper feedback
I was very apprehensive about teletherapy in the beginning because my client is easily distracted and very hyper active. I was worried that she wouldn't get much from the service but I have definitely been proven wrong! I have been very pleased with the progress my client has made thus far and continues to make on a daily basis. Great program! (e-helper)
E-helper feedback
I have noticed that my client is much more verbal in every aspect of her day since starting teletherapy services. My client has gone from not being able to say "open" when she wanted a door open to now being able to request things and label items very easily in 4-5 word utterances. My clients vocabulary had more than doubled and she enjoys going to speech and being able to interact during her sessions. Teletherapy has also helped her to be more social. When you tell her that she is going to have speech her whole face lights up and she goes running to the computer! (e-helper, )
E-helper Feedback
Staff is excited to be able to understand the student and work with them on a more personal level. (e-helper) More effective communication. Expanded vocabulary. Better behaviors because other students understand them better.
(e-helper)
E-helper Feedback
My client gets very excited for his teletherapy sessions. He thinks getting on the computer is so fun and it turns into a game for him. He is learning and doing work without even realizing it! He enjoys his therapist and has formed a good relationship! Teletherapy has been a HUGE success for my client! (e-helper)
Living in an area where there are more needs than therapists, teletherapy has been a great way to reduce our unmet needs for 3-5 year olds. Also, transportation can be difficult for some parents. With teletherapy, we have been able to offer services while their child is in school. This has also been very helpful for teachers and aides to be able to carry over strategies in the classroom. (case coordinator)
Resources
More information can be found at:
www.mainespeechtherapy.org
References
Adobe Systems, Inc. (2011). Adobe Connect web conferencing [online]. Retrieved February 6 2011 from the world wide web: http://www.adobe.com/ConnectWebConference Anderson, J. & Rainie, L. (2010). The future of social relations. Pew internet and American life research center. Social Capital Gateway [online]. Retrieved December 19, 2010 from the world wide web: http://www.socialcapitalgateway.org/content/paper/anderson-j-rainie-l-2010-future-social-relations-pew-internetamerican-life-research-c Cisco Systems, Inc. (2011). Cisco WebEx conferencing and collaboration solutions [online]. Retrieved February 6 2011 from the world wide web: http://www.webex.com iHAS (2010). iHASMD integrated healthcare access [online]. Retrieved February 6 2011 from the world wide web: http://www.ihasmd.com/index.jsp Justice, L & Vukelich, C.(2008). Achieving Excellence in Preschool Literacy Instruction. New York: Guilford Press. Littky, D. & Gabelle, S. (2004). The big picture: Education is everyones business. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Michelman, P. (2004). Methodology: Do You Need an Executive Coach? Harvard Management Update, 9 (12). Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teachers life. San Francisco, CA: Jossey-Bass, Inc. Tomlinson, C. (2008). The Goals of Differentiation. Educational Leadership, 66 (3), 26-30. Towey, M. (2009, September 1). Maine advocacy wins telepractice coverage. The ASHA Leader [online]. Retrieved December 19, 2010 from the world wide web: http://www.asha.org/Publications/leader/2009/090901/090101a1.htm