Teletherapy Assessment Frequently Used Verbiage
Updated: Mar 2, 2021
With these descriptions for Teletherapy Assessment Frequently Used Verbiage you will easily be able to follow the 5-theme framework described by Eichstadt, Castilleja, Jakubowitz, & Wallace, 2013 and recommended by Pearson Assessments for addressing key components of assessment in telepractice.
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XX was assessed in a virtual speech therapy classroom using PLATFORM. Testing materials were presented digitally following teletherapy evaluation best practice guidelines. A quiet setting free from distractions was established prior to assessment.
Good audio quality was established (after initial minor troubleshooting). The evaluating SLP used a headset with a microphone using a cardioid pickup pattern to isolate the SLP's voice as much as possible. XX did not use/used a headset for audio input and output.
Good audio quality was not able to be established via the personal computer being used by the student. The SLP recommended that the XX call in to the session using an available phone. Good audio quality was established after XX used a phone for audio.
Good video quality was established. The evaluating SLP used a built-in HD camera and XX used a built-in camera/web-cam with good display. XX required minimal instruction to obtain best viewing of the face and mouth while assessing articulation, oral motor function and structure, as well as other areas of speech and language skills.
XX displayed immediate response time in the use of audio as well as the chat box when appropriate. At times, XX used the chat box to respond to questions rather than use his microphone. XX was instructed to use his microphone when answering test stimuli.
The audio/visual environment in the virtual classroom was judged to be in/appropriate for speech-language assessment.
XX was judged to be a good/poor candidate for a virtual assessment based on physical, sensory, cognitive, behavioral, communication, and support factors currently in place.
The standard scores reported below are judged to be a valid representation of XX's speech and language skills
Given unforeseen deviations in standard administration, descriptive reporting was warranted rather than standard score reporting. Documentation of the exact procedures are fully described in the report. Observations and descriptive information regarding the XX's receptive and expressive language skills are documented in the narrative.
BEHAVIOR/SOCIAL LANGUAGE XX utilized all modes of communication available in the virtual environment including: reactions, emojis, chat box, microphone, and annotation tools.
While XX utilized his microphone to respond to questions appropriately, he did not make use of other available modes of communication including the following: chat box, emojis, reactions, and annotation tools.
XX required multiple prompts to respond via microphone or chat box and the use of classroom tools was also delayed and variable.
While XX attended to the screen for most visual prompts, XX benefited from having a learning coach nearby to redirect attention to the screen when he became distracted by objects in the vicinity of the computer. XX responded to prompts from the SLP to use whole body listening.
DIRECTIONS TO LEARNING COACHES
Prior to beginning the evaluation, the SLP discussed expectations with the learning coach. The learning coach was asked not to repeat presented test stimuli to the student as it would invalidate the results, especially if repetitions were not allowed by testing administration procedures. The learning coach was encouraged to support the student with positive reinforcement.
Because of XX's age, dexterity deficits (unable to control the mouse), and communication deficits, the SLP asked the learning coach to provide a second view of XX's screen. The learning coach used a second device to log into the meeting and then turned the view so that the SLP could see XX's direction selections.
LANGUAGE ASSESSMENT ADMINISTRATION
The NAME subtest was administered. The learning coach logged a second device into the evaluation meeting with view of XX's screen and was used by the evaluating SLP to determine XX's direct selections.
ARTICULATION ASSESSMENT ADMINISTRATION
The evaluating SLP provided instructions to XX for full-face and close-mouth viewing prior to the assessment. Audio input and output on both ends was tested prior to beginning the assessment to ensure high-quality audio. All background/digital noise was reduced/eliminated as applicable.
The examining SLP oriented XX to the virtual environment and established rapport. XX and the learning coach were encouraged to voice any audio distortions, video freezes, or other potential problems that could occur.
Although an appropriate environment was established initially, XX was interrupted by a brother/sister/dog/cat/etc during the assessment. This did/did not negatively affect standard administration or results.
Additional Help for Teletherapy Assessments
Stacy Crouse - How to Prepare a Parent or Facilitator for a Telepractice Assessment
Andee Zwabowski - 5 Ways to Ensure a Successful Assessment Via Telepractice in the Home
ASHA's Key Issues in Telepractice
Eichstadt, T. J., Castilleja, N., Jakubowitz, M., & Wallace, A. (2013, November). Standardized assessment via telepractice: qualitative review and survey data. Paper presented at the annual meeting of the American-Speech-Language-Hearing Association, Chicago, IL.
Pearson: Telepractice and the CELF-5
Pearson: Telepractice and the GFTA-3