Determining Appropriateness for Telepractice

Telepractice supports client and care partner needs. Clinicians should consider

• the client’s interest and comfort with technology;
• the availability of technology, support, and resources; and
• any potential facilitators and unintended barriers for clients and care partners.

Use of telepractice should be of equal quality to in-person services and delivered in a manner consistent with the following:

• codes of ethics (e.g., ASHA’s Code of Ethics [ASHA, 2023], state licensing boards)
• professional scopes of practice
• Scope of Practice in Audiology (ASHA, 2018)
• Scope of Practice in Speech-Language Pathology (ASHA, 2016)
• Assistants Code of Conduct (ASHA, 2020)
• state and federal requirements—including licensure, the Health Insurance Portability and Accountability Act of 1996 (HIPAA; U.S. Department of Health and Human Services, n.d.-b), the Family Educational Rights and Privacy Act (U.S. Department of Education, n.d.), and other applicable regulations
• payer policy, when applicable
• employer and institutional policies, when applicable

Client Selection Considerations

Clinicians weigh the following elements when selecting clients for telepractice:

• physical and sensory factors, such as hearing, vision, and motor skills as well as aspects of endurance for online interactions such as sitting tolerance;
• cognitive and behavioral factors, such as attention, executive function (e.g., effectively scheduling and keeping an appointment), and the ability to engage with a facilitator;
• communication factors, such as speech intelligibility, auditory comprehension, literacy for on-screen information such as captioning, and the availability of interpreters; and
• support and environmental factors, such as the availability of reliable technology; Internet access; a quiet, private, and safe space; and the presence of facilitators, care partners, or interpreters as needed.

Additional considerations include

• clients’ and care partners’ willingness to participate;
• their ability to manage technology; and
• the potential for increased care partner burden—such as gathering materials or assisting in therapeutic techniques.

Some limitations may be mitigated by care partner/facilitator training and environmental modifications. In some cases, a trial period of telepractice may help determine whether this model is effective and sustainable for the client and their care partners/facilitators.

Licensure and Teacher Certification

States may have statutory and regulatory requirements regarding telepractice. Clinicians should verify state licensure/certification requirements in the state from which the clinician provides services as well as the state in which the client receives services prior to initiating services. Clinicians should also verify requirements including temporary location changes such as vacations and college attendance.

Each state’s statutory and regulatory language specifies the definitions for telepractice and any limitations and requirements surrounding it, such as the amount and type of supervision that is required when working with other practitioners like assistants. The state statutes and regulations take precedence over ASHA’s practice guidance. ASHA guidelines assert that telepractitioners must be licensed in both the stae from which they provide services and the state where the client is located at the time of service.

The Audiology & Speech-Language Pathology Interstate Compact (ASLP IC) is a formal agreement among participating states that facilitates the interstate practice of audiology and speech language pathology while maintaining public protection. Under the ASLP IC, audiologists and SLPs who are licensed and in good standing in a compact member state may be eligible to practice in other member states through a compact privilege to practice. Practitioners should consult the ASLP IC website for the most current information on participating states and privilege availability.

Civilian employees of the Department of Defense and the Department of Veterans Affairs may not be bound by the same licensing requirements. Contact the department in question to confirm the specific licensing requirements for your circumstances.

Clinicians who are planning to do telepractice in a school setting that operates in a state other than where they reside should communicate with the U.S. Department of Education and the licensure entity (in the state where service is provided) to determine whether licensure and/or teacher certification is required and to obtain further guidance as appropriate.

See ASHA’s state telepractice and telesupervision requirements (select your state for detailed information).

International Considerations

Telepractice may occur across international borders in multiple directions, including

• U.S.-based clinicians who serve clients located internationally and
• clinicians who reside outside the United States and who provide services to U.S.-based clients.

When a clinician is physically located outside the United States while providing telepractice services to U.S.-based clients, the clinician should ensure that they (a) hold appropriate legal authorization to work and provide paid professional services in the country in which they are residing and (b) adhere to applicable U.S. state licensing laws where the client is located at the time of service. This may include, but is not limited to, valid work visas or other required permissions.

If a clinician is providing services to an individual in another country, they are advised to contact the applicable professional society or regulatory body in that country for guidance. If there is no such association—or for additional information—clinicians may request further information by contacting (a) the U.S. Embassy in that country or (b) the Ministry of Health or Ministry of Education.

ASHA’s resource on audiology and speech-language pathology associations outside the United States can provide assistance in contacting foreign associations.

Clinicians are responsible for understanding how their physical location may impact licensure compliance, professional liability coverage, reimbursement, U.S. and international privacy laws, and the lawful provision of services, regardless of where the client resides.

Clinicians should maintain documentation demonstrating compliance with work authorization requirements, as applicable, to support ethical and lawful service delivery.

Roles and Responsibilities

Audiologists and SLPs are responsible for ensuring that telepractice services are safe, effective, and equivalent in quality to in-person care. This requires both clinical competence and proficiency in the service delivery model.

Core roles and responsibilities include the following:

• Establishing technology competence such as understanding the tools being used, troubleshooting common issues, and ensuring all equipment is calibrated and functioning properly.
• Knowing and complying with any telepractice rules and regulations, including security, payment, and licensure.
• Determining the type of telepractice approach for the individual (i.e., synchronous, asynchronous, or hybrid).
• Documenting informed consent for the use of telepractice as a service delivery model.
• Selecting clients who are deemed to be appropriate recipients of prevention, assessment, and intervention services via telepractice.
• Selecting and using assessments and interventions that meet the client’s needs and that are applicable for telepractice.
• Documenting assessment administration information with interpretation of results, particularly for assessment tools that have not been validated for telepractice.
• Being responsive to cultural and linguistic variables that affect the identification, assessment, treatment, and management of communication disorders/differences in individuals receiving services via telepractice.
• Training and using support personnel, facilitators, and extenders (e.g., family care partners, rehab technicians, and speech-language pathology or audiology assistants) appropriately when delivering services.
• Collaborating with medical, educational, and community sources for timely referral and follow-up services.
• Engaging in ongoing education and training to maintain competence in service delivery via telepractice.

As indicated in the ASHA Code of Ethics (ASHA, 2023), audiologists and SLPs who provide services via telepractice should be appropriately trained to do so.

Technology Considerations

Effective telepractice depends on (a) the hardware used by the clinician and the client as well as (b) the telecommunications platform that delivers the service. Clinicians confirm that each component supports high-quality care, complies with legal and regulatory requirements, and protects client privacy.

Hardware

• Reliable audio and video equipment that ensures accurate transmission of auditory and visual signals for clinical decision making.
• Peripheral devices, such as document cameras or instrumentation as needed for assessments and interventions.
• A stable Internet connection with at least 3- to 5-Mbps upload/download speeds to support consistent signal quality.
• Telepractice services that require a reliable Internet connection that can provide consistent, uninterrupted, high-quality audio and video transmission for clinical observation, interaction, and decision making.
  • Clinicians should confirm that the clinician’s and the client’s Internet connections are stable to minimize disruptions that could interfere with assessment accuracy, therapeutic effectiveness, or client safety.
  • Clinicians should take appropriate steps to modify, reschedule, or pause services to maintain standards of care when Internet instability or interruptions compromise service quality

Software

• Secure and encrypted software with audit trails and activity logging.
• Software that supports remote programming, asynchronous review of test results, screen-sharing, and interactive therapy materials and measurement tools.
• Software that has structured data capture and that is HL7/FHIR (i.e., a standard that enables electronic exchange and retrieval of healthcare information) compatible when possible, so that data can be shared with electronic health records and other health systems.

Telecommunications Platform

• Use a videoconferencing system with end-to-end encryption, confirmed by the clinician. There are no absolute standards that dictate which software programs meet all requirements. A Business Associate Agreement helps safeguard protected health information.
• Platform options vary and can include the following:
  • business-class systems with dedicated hardware (e.g., medical centers, universities)
  • software-based systems with contractual security assurances
  • public domain systems (e.g., social media, video call applications) that often lack adequate security and privacy and are not recommended

Additional Considerations

• Ensuring ease of use across devices (computer, tablet, smartphone) and operating systems for both clients and clinicians.
• Using interactive features such as screen-sharing, captioning, annotation, whiteboards, and options to share controls such as mouse or on-screen keyboard.
• Having backup communication methods to manage connection failures or technical issues.
• Ensuring that telepractice is accessible for people who are deaf and hard of hearing (e.g., using real-time captioning, a translator, or Communication Access Realtime Translation).
• Determining any accommodations needed to meet the Americans with Disabilities Act guidelines.
• Practicing nondiscrimination in telehealth.
• Frequently use-testing equipment for assessment (e.g., audiometers) and considering whether a device can integrate with telepractice platforms before purchasing a piece of equipment (e.g., deciding whether to use a PC-based telepractice platform).

Privacy, Security, and Informed Consent

Clinicians providing telepractice are bound by federal and state regulations as they would be when providing in-person services, including administrative, physical, and technical safeguards. Privacy and security considerations include real-time interactions with the client as well as storage, transmission, and disposal of client information.

Clinicians must comply with all applicable federal, state, institutional, and professional requirements, including the following:

• HIPAA
• Health Information Technology for Economic and Clinical Health Act of 2009 (U.S. Department of Health and Human Services, n.d.-a)
• Family Educational Rights and Privacy Act (for education settings)
• state-specific laws, which may be more stringent than federal requirements

Because compliance is complex and requirements may vary, clinicians should consult institutional policies and, when needed, seek expert guidance on privacy and security.

Key safeguards include the following:

• Use of encrypted videoconferencing platforms; confirm and document the security features of the platform.
• Business Associate Agreements, which are HIPAA-required contracts between a clinician or health care entity and a vendor (business associate) that handles protected health information, specifying how the information may be used or disclosed and requiring the vendor to safeguard the client’s data.
• Secure transmission and storage of client data (encryption, VPNs, firewalls, strong passwords).
• Maintaining confidentiality in physical spaces (e.g., private rooms, using privacy screens on monitors).
• Confirming who is present at both client and clinician sites at the start of each session.

Clinicians obtain informed consent from the client to manage risk and to maintain compliance with ASHA Code of Ethics Principle I, Rule H (ASHA, 2023). Informed consent for telepractice should be documented and should include

• a description of the services and technology being used;
• how telepractice may differ from in-person care;
• the client’s right to request in-person services at any time;
• any planned modifications (e.g., assessment protocols); and
• potential privacy or confidentiality concerns.

Documentation may also note the type of technology used, the identity of participants, the session location(s), and transmission details. All documentation is provided in an accessible, health-literate format in the preferred language(s) of the client and family/care partners. For more information about providing accessible documentation, please see ASHA’s resources on communication access and health literacy.

See ASHA’s Health Insurance Portability and Accountability Act for more information.

Safety During Telepractice

Clinicians and/or organizations establish procedures to ensure client safety during telepractice sessions. This includes confirming the client’s physical location at the start of each session and obtaining a reliable local contact number in case of emergency. Documenting these procedures as part of the informed consent process helps clarify expectations and supports client protection.

Modifications for Assessment and Treatment

Modifications for optimizing client interactions include

• visual modifications, such as
  • angling the clinician’s camera to increase eye contact,
  • exaggerating facial and hand gestures, and
  • ensuring sufficient lighting for both the clinician and the client, and
• verbal modifications, such as
  • using a slow rate of speech,
  • increasing pausing, and
  • providing additional explanation of the assessment and treatment materials, as needed.

Assessment

Some publishers of standardized assessments have developed guidance about the administration of tests via telepractice or offer assessments that are fully validated for administration via telepractice. Other researchers have compared the validity of in-person and remote assessment protocols (Sutherland et al., 2016; Taylor et al., 2014; Thai-Van et al., 2020; Weidner & Lowman, 2020).When using a test that has been validated for telepractice administration, document the interpreted scores as you would from in-person administration. Check with the publisher if the assessment tasks show evidence of in-person versus remote administration equivalency for administration via telepractice. Verify that your client falls within the norming sample of that instrument.

Some assessment tools have not yet been validated for remote administration. Use of nonvalidated tests may require modifications to the protocol in order to conduct the assessment via telepractice. As with any modified assessment protocol, standard scores are not reported. Use of a test in a nonstandardized manner may impact the billing of standardized assessment codes. Publisher permission is often required to copy, scan, modify, or record test materials in any way. Check with the test publisher for their most current policies.

Some assessment tools can be remotely controlled by the clinician, similar to in-person protocols. The clinician should be mindful of the test setup and have a clear view of the client to ensure appropriate and accurate test assessment.

Clinicians must state modifications made to test materials, administration procedures, or other aspects of an assessment in the interpretation and documentation of the assessment. This may include any or all of the following:

• skills observed by the clinician versus skills reported by others
• use of an interpreter or a translator
• the role of the facilitator or support personnel, the role of the clinician, and what each did during the appointment
• behaviors that may have impacted performance and the interpretation of results
• recommendations for reassessment

Nonstandardized assessment tools may also be used in telepractice. These tools include clinical observation, care partner report, functional tasks, and dynamic assessment. Such approaches are particularly valuable in telepractice because clients are often in their natural environments, allowing clinicians to adapt in real time based on client performance.

Treatment

Therapy activities that clinicians use during in-person interactions may require modification for telepractice. Common modifications include

• adapting materials for screensharing and using digital visuals instead of physical objects;
• leveraging facilitators for hands-on tasks and providing them with materials in advance; and/or
• incorporating interactive features (e.g., annotation tools, whiteboards) to engage clients.

Modifications may be necessary for in-person, remote hearing aid fitting and programming. This approach allows an audiologist to collaborate with a trained facilitator to complete physical tasks (e.g., inserting the probe microphone for hearing aid verification) when working remotely with an individual. Such modifications may include

• an explanation of what the clinician is doing;
• assistance in the individual’s room (e.g., device positioning and orientation);
• minimizing distractions; and/or
• a backup plan if connectivity issues arise (e.g., switching from videoconferencing to phone for continued communication).

Be sure to document any modifications to treatment delivery and the impact on client performance or outcomes.

Captioning may be considered for all patients—regardless of hearing status—so that they do not have to rely on auditory information.

Asynchronous assessment and treatment materials should meet the health literacy needs of clients and should be formatted in a way that supports good documentation and care planning between the clinician(s) and the client or family/care partner.

School Setting Considerations

Telepractice in school settings can help address shortages of qualified clinicians, reduce travel time across multiple buildings, and increase access for rural or remote districts. Telepractice may improve accessibility to direct services and assessment for some students and may facilitate remote collaboration with school staff and families receiving consultative services (Boisvert & Hall, 2019; Grogan‑Johnson, 2021). Telepractice may be used with individual students or with groups.

Use of Telepractice for Follow-Up After Completion of School Hearing Screenings

Telepractice can support follow‑up for referred school hearing screenings through real‑time or asynchronous models. This may help reduce loss to follow‑up and address provider shortages or geographic barriers to care.

School System Responsibilities for Telepractice

The administrative body responsible for defining telepractice services in a school or district carries out any or all of the following tasks:

• ensures that clinicians meet all applicable state requirements for telepractice
• supports clinicians in gaining the necessary knowledge, skills, and training (see the ASHA Telepractice Checklist for School-Based Professionals [PDF])
• provides students with the option to receive in‑person services when telepractice is not appropriate
• informs caregivers of their right to decline telepractice services
• provides caregivers with informed consent, satisfaction surveys, and opportunities to give feedback
• documents telepractice service delivery within the individualized education program (IEP) and during IEP meetings
• establishes policies to ensure privacy during telepractice and in documentation
• provides on‑site support, including designating a trained individual to assist students during sessions, as needed
• develops a plan to do any or all of the following tasks:
  • train school staff in the use of telepractice and related technology
  • train on‑site facilitators (see the ASHA Facilitator Checklist for Telepractice Services in Audiology and Speech-Language Pathology [PDF] and the “Facilitators in Telepractice” section below for more information)
  • maintain ongoing collaboration with teachers, caregivers, and other school personnel to meet state standards
  • implement a system of program evaluation to measure service effectiveness and stakeholder satisfaction

Considerations for Students Receiving Telepractice From a School Setting

Technology and Infrastructure

Schools—not caregivers—are responsible for providing the equipment and connectivity required for telepractice. Schools ensure that

• devices, headsets, microphones, and the necessary assistive technologies are available to students;
• internet bandwidth and stability support high-quality audio and video;
• technical support is readily available for troubleshooting; and
• telepractice platforms comply with privacy, security, and accessibility requirements.
• Environmental and Privacy Considerations

Schools provide a learning environment that

• ensures privacy for individual or group sessions;
• minimizes distractions and reduces foot traffic;
• provides consistent access to an appropriate space with contingency procedures for schedule disruptions (e.g., testing days, assemblies); and
• allows for safe and appropriately supervised participation in sessions.

Student Appropriateness and Engagement

Audiologists and SLPs determine whether telepractice is appropriate for each student by considering

• alignment with the student’s IEP goals and communication needs;
• the behavioral, sensory, motor, or regulatory supports needed for participation;
• whether specific goals require in‑person service (e.g., tactile cueing, device programming, feeding/swallowing); and
• strategies to maintain attention and engagement (e.g., visual schedules, reinforcement systems).

Facilitators in Telepractice

Facilitators are individuals who support clients at the client’s site while they work remotely with a clinician.

Facilitator duties depend on the service being provided (Coco et al., 2020). These duties may include

• assisting the client with hands-on tasks;
• helping manage local equipment/technology;
• monitoring client participation and safety;
• supporting the remote clinician with on-site tasks (e.g., providing copies of documentation); and
• collecting and/or transmitting data when appropriate.

Any appropriately trained individual may act as a facilitator, including teachers, aides, school staff, assistants, licensed health care professionals, interpreters, and family/care partners, unless restricted by institutional or state policies or regulations.

Clinicians are responsible for ensuring that facilitators are adequately trained (see the ASHA Facilitator Checklist for Telepractice Services in Audiology and Speech-Language Pathology [PDF]). Adequate training includes knowledge of and responsiveness to clients’ cultural and linguistic differences and how such differences impact the use of telepractice (see ASHA’s Practice Portal pages on Multilingual Service Delivery in Audiology and Speech-Language Pathology and Cultural Responsiveness). See Douglass et al. (2021) for the proposed minimum competencies for telefacilitators.

Practitioners must be aware of applicable federal and state policies and regulations including privacy issues (e.g., HIPAA) and reimbursement allowances regarding the use of facilitators.

Interpreters in Telepractice

Interpreters are professionals trained to convey spoken or signed communications from one language to another. Interpreting in telepractice may be done by videoconferencing, by telephone, or in person. The interpreter may be located at the clinician’s location, the client’s location, or a separate remote site. Clinicians and facilitators should be aware of privacy and ethical concerns related to interpreter use.

It is not appropriate to require a family member or care partner to act as an interpreter. Professional medical interpreters are recommended to ensure accurate and neutral communication. See ASHA’s Practice Portal page on Collaborating With Interpreters, Transliterators, and Translators for details.

Reimbursement

Coverage and payment of telepractice services varies widely across federal, state, and commercial payers (e.g., Medicare, Medicaid, private health insurance). Payers may not always cover telepractice services or may limit the type of services included in their telepractice benefit. It is critical for clinicians to verify with each payer that they cover audiology or speech-language pathology telepractice services and confirm guidelines for coverage, payment, billing, coding, modifier use, and student/clinical fellow supervision before initiation of services. See Payment and Coverage of Audiology and Speech-Language Pathology Telepractice Services for detailed coding, Medicare, Medicaid, and commercial insurance information.

Telepractice clinicians should be prepared to educate payers about how telepractice services are delivered and the benefits to clients and payers. Educational materials may include research articles, organization policies and procedures to ensure clinician training and quality services, educational/informed consent materials for clients, video clips, and testimonials.

Service Delivery

Group Therapy

Audiologists and SLPs providing group therapy via telepractice should consider the following:

• Protection of privacy: Clinicians follow all applicable federal, state, local, and workplace policies to ensure confidentiality.
• Monitoring participation: Clinicians document engagement, motivation, and environmental distractions (e.g., background conversations, competing noise).
• Environmental setup: Clinicians ensure that group (or individual) sessions occur in a space that minimizes distraction and supports appropriate participation for all members.
• Hybrid Service Delivery

Audiologists and SLPs may use a hybrid model that blends telepractice approaches and/or in-person services. Clinicians ensure continuity of services across modalities.

Hybrid models may be useful in the following contexts:

• Individuals in a group are not available for the same modality (e.g., remote vs. in‑person).
• Certain goals require in‑person support (e.g., tactile cueing) while others can be met through telepractice.
• Teams are coordinating complex services (e.g., augmentative and alternative communication training, consultation with staff).
• Clients have fluctuating needs that require flexibility in service delivery.
• Individuals need efficient access to care (e.g., remote ototoxic monitoring during cancer treatment).
• Consulting with clinicians in another time zone (e.g., asynchronous case review).

ASHA Resources

• ASHA Facilitator Checklist for Telepractice Services in Audiology and Speech-Language Pathology [PDF]
• ASHA State-by-State
• ASHA Telepractice Checklist for School-Based Professionals [PDF]
• ASHA Telepractice Documentation Data Checklist for School-Based SLPs [PDF]
• Audiology and Speech-Language Pathology Associations Outside of the United States
• Considerations for Group Speech-Language Pathology Treatment in Telepractice
• Considerations for Speech, Language, and Cognitive Assessment via Telepractice
• Health Care Telepractice Success Is All About the Prep
• Payment and Coverage of Audiology and Speech-Language Pathology Telepractice Services
• Serving Clients in Other States and Countries Through Telepractice in a Private Practice
• Serving Students in Other States and Countries Through Telepractice
• SLP Telepractice Services: Connecting Care for School-Aged Children (Data Snapshot) [PDF]
• Supporting Aided Augmentative and Alternative Communication Interventions for Individuals With Complex Communication Needs via Telepractice: A Tutorial
• Telepractice and Technology Community
• Telepractice for Speech and Hearing Services (Brochure) [PDF]
• Telepractice: Providing Audiology and Speech-Language Pathology Services at a Distance [Video]
• The Value of Telepractice in Speech-Language Pathology [PDF]
• Tips for Conducting Speech Assessments Via Telepractice

Audiology

• A Review of Contemporary Teleaudiology: Literature Review, Technology, and Considerations for Practicing
• Asynchronous Telepractice in Audiology: Feasibility and Implementation
• Integration of Virtual Care in the Audiology Service and Beyond [PDF]
• Overview of Teleaudiology in the Department of Veterans Affairs [PDF]
• The Benefits of Telepractice in Audiology [PDF]

Ethics and Privacy

• Ethical Considerations for Client-Centered Telepractice
• Health Insurance Portability and Accountability Act
• HIPAA Security Technical Safeguards

Asynchronous Services

• Application of Asynchronous and Hybrid Voice Telepractice Methods
• Asynchronous Telehealth for Dysphagia Management: Evidence, Possibilities, and Practical Examples
• Asynchronous Telepractice and Ethical Conduct
• Asynchronous Telepractice in Audiology: Feasibility and Implementation
• The Impact of an Asynchronous Intervention on Parents’ Use of Code-Based Shared Reading Strategies: A Preliminary Exploration

Other Resources

This list of resources is not exhaustive, and the inclusion of any specific resource does not imply endorsement from ASHA.

• American Telemedicine Association
• Center for Connected Health Policy
• Center for Telehealth and e-Health Law
• National Center for Hearing Assessment and Management: A Practical Guide to the Use of Tele-Intervention in Providing Early Intervention Services to Infants and Toddlers Who Are Deaf or Hard of Hearing
• National Center for Hearing Assessment and Management: Timely Diagnosis and Follow-Up: A Resource Guide Supporting Tele-Audiology
• National Consortium of Telehealth Resource Centers
• National Telehealth Technology Assessment Resource Center
• Rural Health Information Hub
• U.S. Department of Health & Human Services – Health Resources & Services Administration: Telehealth Programs

American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology [Scope of practice]. https://www.asha.org/policy/

American Speech-Language-Hearing Association. (2018). Scope of practice in audiology [Scope of practice]. https://www.asha.org/policy/

American Speech-Language-Hearing Association. (2020). Assistants code of conduct [Ethics]. https://www.asha.org/policy/

American Speech-Language-Hearing Association. (2023). Code of ethics [Ethics]. https://www.asha.org/policy/

Boisvert, M. K., & Hall, N. (2019). Telepractice for school-based speech and language services: A workload management strategy. Perspectives of the ASHA Special Interest Groups, 4(1), 211–216. https://doi.org/10.1044/2018_PERS-SIG18-2018-0004

Coco, L., Davidson, A., & Marrone, N. (2020). The role of patient-site facilitators in teleaudiology: A scoping review. American Journal of Audiology, 29(3S), 661–675. https://doi.org/10.1044/2020_AJA-19-00070

Douglass, H., Lowman, J. J., & Angadi, V. (2021). Defining roles and responsibilities for school-based tele-facilitators: Intraclass correlation coefficient (ICC) ratings of proposed competencies. International Journal of Telerehabilitation, 13(1), Article e6351. https://doi.org/10.5195/ijt.2021.6351

Grogan-Johnson, S. (2021). The five W’s meet the three R’s: The who, what, when, where, and why of telepractice service delivery for school-based speech-language therapy services. Seminars in Speech and Language, 42(02), 162–176. https://doi.org/10.1055/s-0041-1723842

Sutherland, R., Hodge, A., Trembath, D., Drevensek, S., & Roberts, J. (2016). Overcoming barriers to using telehealth for standardized language assessments. Perspectives of the ASHA Special Interest Groups, 1(18), 41–50. https://doi.org/10.1044/persp1.SIG18.41

Taylor, O. D., Armfield, N. R., Dodrill, P., & Smith, A. C. (2014). A review of the efficacy and effectiveness of using telehealth for paediatric speech and language assessment. Journal of Telemedicine and Telecare, 20(7), 405–412. https://doi.org/10.1177/1357633X14552388

Thai-Van, H., Bakhos, D., Bouccara, D., Loundon, N., Marx, M., Mom, T., Mosnier, I., Roman, S., Villerabel, C., Vincent, C., & Vernail, F. (2020). Telemedicine in audiology: Best practice recommendations from the French Society of Audiology (SFA) and the French Society of Otorhinolaryngology–Head and Neck Surgery (SFORL). European Annals of Otorhinolaryngology, Head and Neck Diseases, 138(5), 363–375. https://doi.org/10.1016/j.anorl.2020.10.007

U.S. Department of Education. (n.d.). Family Educational Rights and Privacy Act (FERPA). https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

U.S. Department of Health and Human Services. (n.d.-a). Health Information Technology for Economic and Clinical Health Act. https://www.hhs.gov/ocr/privacy/hipaa/administrative/enforcementrule/hitechenforcementifr.html

U.S. Department of Health and Human Services. (n.d.-b). Health Insurance Portability and Accountability Act. https://www.hhs.gov/ocr/privacy/

Teleaudiology: Assessment of quality and cost effectiveness. Journal of Hearing Science, 2(2), 81–85. https://doi.org/10.17430/882767

Weidner, K., & Lowman, J. (2020). Telepractice for adult speech-language pathology services: A systematic review. Perspectives of the ASHA Special Interest Groups, 5(1), 326–338. https://doi.org/10.1044/2019_PERSP-19-00146

Acknowledgments

Content for ASHA’s Practice Portal is developed through a comprehensive process that includes multiple rounds of subject matter expert input and review. ASHA extends its gratitude to the following subject matter experts who were involved in the development of the Telepractice page:

• Robin L. Alvares, PhD, CCC-SLP
• Michael F. Campbell, MS, MBA, CCC-SLP
• Laura Coco, PhD, AuD, CCC-A
• Ellen R. Cohn, PhD, CCC-SLP
• Lyn R. Covert, PhD, CCC-SLP
• Paul D’Imperio, MS, CCC-SLP
• Gregg D. Givens, PhD, CCC-SLP
• Chad F. Gladden, AuD, CCC-A
• Elizabeth Grillo, PhD, CCC-SLP
• Susan Grogan-Johnson, PhD, CCC-SLP
• Philip J. Hofstetter, AuD, CCC-A
• Melissa D. Jakubowitz, MA, CCC-SLP
• Elaine R. Kalous, AuD, CCC-A
• Joneen Lowman, PhD, CCC-SLP
• Samantha Kleindienst Robler, PhD, CCC-SLP
• Tara Roehl, MS, CCC-SLP
• Michael P. Towey, MA, CCC-SLP

In addition, ASHA thanks the members of the Ad Hoc Committee on Telepractice in Speech-Language Pathology and the Telepractice Working Group whose work was foundational to the development of this content.

Members of the Ad Hoc Committee on Telepractice in Speech-Language Pathology were Pauline Mashima (chair), David M. Brennan, Michael Campbell, Diana Christiana, Vickie Pullins, and Janet Brown (ex officio). Vice Presidents for Professional Practices in Speech-Language Pathology Brian Shulman (2006–2008) and Julie Noel (2009–2011) served as the monitoring officers. ASHA staff members Janice Brannon and Amy Hasselkus also contributed.

Members of the ASHA Telepractice Working Group were Mark Krumm (chair), Gregg Givens, Amy C. Georgeadis, Pauline A. Mashima, John M. Torrens, Janet Brown (ex officio), and Pamela Mason (audiology staff consultant). Roberta B. Aungst, vice president for professional practices in audiology (2004–2006), served as monitoring vice president.

ASHA seeks input from subject matter experts representing differing perspectives and backgrounds. At times a subject matter expert may request to have their name removed from our acknowledgment. We continue to appreciate their work.

Citing Practice Portal Pages

The recommended citation for the Practice Portal page is:

American Speech-Language-Hearing Association. (n.d.). Telepractice [Practice portal]. https://www.asha.org/Practice-Portal/Professional-Issues/Telepractice/