Search

COVID-19 necessitated a swift move of speech-language pathology clinical practicals to online platforms, without much preparation. Given that telepractice is likely here to stay, it is important to understand the challenges and special considerations required for teletherapy sessions so that students can be adequately prepared. We used qualitative observational Methods: with reflexive thematic analysis to analyse 29 video recordings and 61 observation notes of student-led speech-language pathology teletherapy sessions with paediatric clients, collected at a South African university clinic. Four overarching considerations for telepractice were identified across the data set. Additional preparation is required, with greater management of technology and adaptation of tasks especially during connectivity challenges. Telepractice relies heavily on caregiver input and collaboration, and students need to navigate this relationship carefully. Promoting engagement online, holding a client's attention, building rapport and offering reinforcement are critical and require a different approach online. Basic principles of therapy are relevant to both in-person and telepractice services, but teletherapy requires a significant amount of additional preparation, flexibility and problem solving by students to promote client engagement and motivation. We offer insights into aspects of teletherapy sessions that do and do not work, with implications for student training. [ABSTRACT FROM AUTHOR]