PresenceLearning provides speech and language services via an onsite/online service service delivery model. Together, as a team, onsite speech-language pathologists (SLPs) work with selected students while online SLPs work with others. Determining how to split the workload depends on a number of factors that may include caseloads, existing resources, travel time, and the need for specialists.
Some districts prefer to move their older students to online services to free up time for onsite SLPs to work with early childhood students, whereas others may tap online clinicians for their elementary students. In some districts, we work with charter school students and homebound students. Other districts may need online help for bilingual students or edge cases. In all of these scenarios, online SLPs are integrated across the board.
While the possibilities for integrating telepractice are endless, client candidacy for telepractice is a critical factor to ensure that online therapy is a good fit for each student served. Clinicians from the PresenceLearning network have provided over a million sessions of live, online therapy via our platform, and in our experience, this mode of delivery is appropriate for most students from preschool through grade 12. However, other factors are also at play, including:
The service delivery model for therapy should be as individualized as therapy goals and intervention plans. Identifying students that can reap the benefits of online therapy can give them the necessary tools to succeed in the classroom and beyond.
Dara Rogoff, MS, CCC-SLP, BCS-CL is a Product Line Manager for PresenceLearning, with a focus on the online delivery of speech therapy, occupational therapy, and assessments.