Tele-facilitators play a pivotal role in the successful implementation of telepractice programs in schools. As the in-person link between speech-language pathologists (SLPs) and students, tele-facilitators ensure the smooth delivery of therapy sessions. However, there has been a significant gap in research defining the core competencies required for these essential roles. A recent study titled Defining Roles and Responsibilities for School-Based Tele-Facilitators: Intraclass Correlation Coefficient (ICC) Ratings Of Proposed Competencies aims to fill this gap by crafting and validating a set of competencies essential for tele-facilitators in school settings.
The study identifies five thematic areas where competencies are essential:
- Telepractice Session: Includes competencies such as ensuring audio/visual quality, behavior management, and helping students access web-based therapy tools.
- Technology Specific Knowledge: Covers troubleshooting audio/video issues, establishing session links, and communicating with IT.
- Interpersonal Skills: Focuses on increasing student confidence in technology and accurately transmitting information among personnel.
- Policies and Procedures: Ensures adherence to school policies, HIPAA, and FERPA guidelines.
- Administrative Knowledge and Skills: Involves record-keeping, scheduling, and managing IEP paperwork.
Out of the 35 competencies identified, 20 were rated as essential skills, reflecting the minimum skills required for tele-facilitators to effectively assist SLPs during telepractice sessions. These competencies were validated through a survey involving four key groups: school administrators, experienced SLPs, current tele-facilitators, and telepractice scholars. The study found that the majority of SLPs (66%) were responsible for training tele-facilitators, yet there was a notable lack of formal training programs.
To improve outcomes for children, it is imperative that SLPs and school administrators invest in the training of tele-facilitators. By adopting the validated competencies from this study, practitioners can ensure that tele-facilitators are well-prepared to manage technology, adhere to policies, and effectively support therapy sessions. This, in turn, will enhance the quality of telepractice services delivered to students.
To read the original research paper, please follow this link: Defining Roles and Responsibilities for School-Based Tele-Facilitators: Intraclass Correlation Coefficient (ICC) Ratings Of Proposed Competencies.
