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  • Telehealth: Basics, Logistics, Evidence-Based Practice

Telehealth: Basics, Logistics, Evidence-Based Practice

  • 21 Nov 2020
  • 10:00 AM - 12:00 PM (UTC-03:00)
  • Zoom Online Webinar Platform
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Telehealth: Basics, Logistics, Evidence-Based Practice Webinar
November 21, 2020
10:00am – 12:00pm
Free of charge

This workshop is offered for 0.20 ASHA CEUs (Intermediate Level, Professional Area)

This 2-hour course will describe modes of service delivery using telepractice, client candidacy for telepractice, minimal hardware and software specification, security measures to ensure HIPAA and FERPA security, mechanisms to maximize evidence-based practice of telepractice as a service delivery model and methods for creating digital stimuli and reinforcement activities for telepractice.

Telepractice is a service delivery method that has gained worldwide interest for delivering speech language pathology services and instruction, especially more recently due the COVID-19 pandemic. Although Telepractice may reduce barriers and increase access to intervention and assessment services, more empirical research is needed to demonstrate its evidence-based practice. This webinar will review the basics and fundamentals of using Telepractice with respect to minimal hardware and software specifications, issues related to security, HIPAA and FERPA compliance, maximizing and demonstrating EBP, and selecting and/or creating digital stimuli to deliver SLP services using Telepractice.

***NOTE: There will be instructions on how to receive ASHA CEU Credits in your confirmation email***

Learning Objectives

Upon completion of this webinar, participant’s will be able to:

  1. Describe at least three models of service delivery using Telepractice, and minimal hardware and software specifications needed to deliver services using Telepractice
  2. Discuss client candidacy for Telepractice and security measures needed to ensure security, HIPAA and FERPA compliance.
  3. Describe methods for creating digital stimuli and reinforcement activities for Telepractice.
  4. List and describe five (5) mechanisms to maximize and demonstrate EBP of Telepractice as a service delivery model.

Timed Agenda

  • 1-5 min: Introduction, Disclosures, Review of Agenda, and Learner Outcomes
  • 6-15 min: Current State of EBP using Telepractice in SLP – Review of the Literature
  • 16-36 min: Overview of Telepractice: the Basics, Logistics, and Fundamentals
  • 37-48 min: Client Candidacy, Security, HIPAA and FERPA compliance
  • 49-59 min: State, Federal, Professional Considerations
  • 60-70 min: Data Collection, Measuring Outcomes, Maximizing EBP
  • 71-91 min: Selecting and Creating Digital Materials (Stimuli) for Telepractice
  • 92-114 min: Case Study Examples
  • 115-120 min: Q+A (or summary if not live)

Learn more about the Speakers

Mary Andrianopoulos, Ph.D., CCC-SLP
Associate Professor
University of Massachusetts

Mary Andrianopoulos, Ph.D., CCC-SLP, is an associate professor at UMass-Amherst. She earned a BS from the University of Vermont, MS and Ph.D. in Communication Sciences and Disorders from the University of Utah, and completed a two-year post-doctoral fellowship in medical Speech Language Pathology (SLP) at the Mayo Clinic, Rochester, MN. She has been awarded several private and federal grants to investigate prosody and motor speech abilities in individuals with Autism and evidence-based practice using computer-based technologies (Telepractice). She is the principal investigator and director of Projects REMOTE and iPREP and has funded over 105 masters and doctoral students to study the beneficial effects of using Telepractice to deliver SLP services. She is the author of several journal publications, book chapters, training manuals, and co-author of the Language Neutral Assessment of Motor Speech (LAMS).

Financial Disclosure: Mary receives a salary as an associate professor at the University of Massachusetts – Amherst. She is receiving a U.S. DOE Grant CFDA “ Interdisciplinary Preparation of Related- Service Professionals in Evidence- Based Practices: High- Risk Students/Families and Remote Technologies”. She is receiving an honorarium for presenting this workshop.

Non-financial Disclosure: Mary is a member of ASHA and MSHA.

Mary Lynn Boscardin, Ph.D., CCC-SLP
University of Massachusetts

Mary Lynn Boscardin, Ph.D., is a Professor in the College of Education at the University of Massachusetts Amherst where she has served as a Department Chair and a Coordinator of Special Education. She received her Ph.D. in Educational Administration at the University of Illinois-Urbana with a focus on Special Education Leadership and Policy. She is widely respected for her work in special education leadership, policy, law, and finance. As a speech and language pathologist her research has focused on pedagogical principles guiding the use of telepractice as a service delivery method. With regard to professional service, most notably, she is the Immediate Past President of the International Council of Exceptional Children (CEC) and a past President of the International Council of Administrators for Special Education (CASE). Currently, she serves as editor of the CASE Journal of Special Education Leadership and chair of the CEC/CASE committee developing the national Administrator of Special Education Leadership Professional Standards. Dr. Boscardin has co-authored three books, the most recent being the second edition of the Handbook of Leadership and Administration for Special Education (2019), and several refereed publications. She has given both key-note addresses and presentations, internationally and nationally. Dr. Boscardin has been awarded four Leadership Preparation Personnel (325D) grants as Project Director and four Personnel Preparation (325D and 325K) grants in the area of Communication Disorders as Project co-Director from the U.S. Department of Education, Office of Special Education Programs. Her scholarship, teaching, and service to the profession has been dedicated to developing policy and practices that support the inclusion of all students with exceptionalities in public education. Her commitment to diversity has been amply demonstrated through her publications focused on cultural responsiveness, equity, access, and opportunity.

Financial Disclosure: Mary Lynn is receiving a salary as a professor at the University of Massachusetts – Amherst. She is receiving U.S. Grant CFDA H32K180163, H32K120327 and H32D1040047. She receives royalties from the publication of the following books: Crockett, J., Billingsley B., and Boscardin, M.L. (Eds) (2019,2nd Edition). The handbook of leadership & administration for special education. New York: Routledge; Crockett, J., Billingsley, B., & Boscardin, M.L. (Eds.) (2012). The handbook of leadership & administration for special education,” New York: Routledge; Rodis P., Garrod, A., & Boscardin, M.L. (Eds.) (2001). Learning disabilities & life stories. Boston: Allyn and Bacon. Mary Lynn is receiving an honorarium for this workshop.

Non-Financial Disclosure: Mary Lynn is a member of ASHA. She is a grantee of OSEP. Mary Lynn is the immediate past president of CEC. Mary Lynn is a member of the executive board of CASE.

Colleen Gargan, Ph.D., CCC-SLP
Associate Teaching Professor
Syracuse University

Colleen Gargan, Ph.D., CCC-SLP is an Associate Teaching Professor and the Director of the Gebbie Speech-Language Clinic at Syracuse University. She earned a B.S., M.A., and Ph.D. from the University of Massachusetts Amherst. Prior to joining Syracuse University, Gargan was a lab manager/grant coordinator for two large-scale, federally funded U.S. Department of Education grants in the Autism Spectrum Disorder / Motor Speech Disorder lab at the University of Massachusetts Amherst. She was also a clinical speech-language pathologist in public and private school settings. Gargan’s clinical research is focused on Autism Spectrum Disorder; the delivery of evidence-based speech-language pathology services using a telepractice service delivery model; and the interrelationship of prosody, language, speech motor control and auditory processing in Autism Spectrum Disorder. She has presented her work at national and international conferences, and her research has been supported by the Organization for Autism Research (OAR) and the School of Public Health and Health Sciences at the University of Massachusetts Amherst.

Financial Disclosure: Colleen receives a salary as a Clinical Director/Associate Teaching Professor at Syracuse University. She is receiving an honorarium for presenting this workshop.

Non-Financial Disclosure: Colleen is a member of ASHA and MSHA.

This workshop is offered for 0.20 ASHA CEUs (Intermediate Level, Professional Area)

*PLEASE NOTE: This webinar satisfies a portion of the 10-hour telepractice requirement that has been temporarily waived due to the COVID-19 pandemic. Click here for more detailed information.

MSHA is proud to present this free webinar to early registrants and plans a future webinar on telepractice in 2021. Please support your state speech-language-hearing association by joining today!

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The Massachusetts Speech-Language-Hearing Association will be recognized as an authority and resource in the fields of Audiology and Speech-Language Pathology by legislative bodies, related professional associations and consumers.

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