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Speech Pathology and Telehealth

Speech pathology and telehealth: from assessment and intervention to community capacity building Presentation at the Successes and Failures of Telehealth Conference, Brisbane, Australia, 2017 by Silvia Pfeiffer

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Speech pathology and
telehealth
From assessment and intervention
to community capacity building
Who are we
Dr Silvia Pfeiffer
š CEO Coviu Global Pty Ltd
š CSIRO/Data61 Coviu Project Lead
š PhD Computer Science
š Ex Google / Mozilla
š My company wrote the software.
Dr Antoinette Redoblado-Hodge
š Senior Clinical Neuropsychologist
š Children’s Hospital at Westmead
š Child Development Unit
š Neurodevelopmental Disorders Clinic
š Research into validity of telehealth
outcomes.
[Replace with PHOTO HERE]
[PLEASE CHECK BELOW TEXT]
Projects
Sounds, Words, Aboriginal
Language and Yarning
sway.org.au
NSW Centre for Effective
Reading
cer.education.nsw.gov.au
Joint research project
Centre for Effective Reading
Centre for Effective Reading
Project Focus
Community
Capacity
Building
Language, Cognitive,
Speech and Educational
Assessments
Intervention
Remote Standardised
Cognitive and Language
Assessments Validation
Centre for Effective Reading
Centre for Effective Reading
Joint Scientific Research Project
Assessments
Research Participants
Westmead Children’s Hospital:
š Hodge MA
š Sutherland R
š Jeng K
š Drevensek S
š Ganesalingam K
š Williamsz M
š Silove N
CSIRO/Data61:
š Pfeiffer S
NSW Education Department
š Bale G
š Batta P
š Geier P
š Kass C
š Matheison S
š McCabe M
š Micallef K
š Mollomby K
š Pope S
š Tait F
Ad

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Speech Pathology and Telehealth

  • 1. Speech pathology and telehealth From assessment and intervention to community capacity building
  • 2. Who are we Dr Silvia Pfeiffer š CEO Coviu Global Pty Ltd š CSIRO/Data61 Coviu Project Lead š PhD Computer Science š Ex Google / Mozilla š My company wrote the software. Dr Antoinette Redoblado-Hodge š Senior Clinical Neuropsychologist š Children’s Hospital at Westmead š Child Development Unit š Neurodevelopmental Disorders Clinic š Research into validity of telehealth outcomes. [Replace with PHOTO HERE] [PLEASE CHECK BELOW TEXT]
  • 3. Projects Sounds, Words, Aboriginal Language and Yarning sway.org.au NSW Centre for Effective Reading cer.education.nsw.gov.au Joint research project Centre for Effective Reading Centre for Effective Reading
  • 4. Project Focus Community Capacity Building Language, Cognitive, Speech and Educational Assessments Intervention Remote Standardised Cognitive and Language Assessments Validation Centre for Effective Reading Centre for Effective Reading
  • 5. Joint Scientific Research Project Assessments
  • 6. Research Participants Westmead Children’s Hospital: š Hodge MA š Sutherland R š Jeng K š Drevensek S š Ganesalingam K š Williamsz M š Silove N CSIRO/Data61: š Pfeiffer S NSW Education Department š Bale G š Batta P š Geier P š Kass C š Matheison S š McCabe M š Micallef K š Mollomby K š Pope S š Tait F
  • 7. Goal of the Research Study Investigating the reliability of standardised cognitive and literacy assessments delivered via telehealth to children living in rural and remote parts of NSW, Australia.
  • 8. Research Setup Children’sHospital Dubbo Manly Wagga Wagga Westmead Research Assistant Speech Pathologist or Teacher with Children at Remote Location
  • 9. Research Methods 1. Intelligence Test: Wechsler Intelligence Scale for Children-V WISC-V 2. Reading Tests: Woodcock Reading Mastery Test-III and others 3. Feedback from assessors and parents
  • 10. WISC-V Setup 1. Block Design: Document Camera 2. Figure Weights: Document Sharing 3. Matrix Reasoning: Document Sharing 4. Visual Puzzles: Document Sharing 5. Vocabulary: Document Sharing
  • 11. Woodcock-RMT III Setup 1. Word Attack: Document Sharing 2. Passage Comprehension: Document Sharing 3. Word Identification: Document Sharing Completely clean user interface at child’s end
  • 12. Research Results Intelligence Test (WISC-V) High correlation between scores obtained by face to face and remote assessors Wechsler Intelligence Scale for Children V Correlation coefficients Block Design 0.99 Similarities 0.96 Matrix Reasoning 1.00 Digit Span 1.00 Coding 0.90
  • 13. Research Results Reading Test (Woodcock) High correlation between scores obtained by face to face and remote assessors Woodcock Reading Mastery Test-III Correlation coefficients Word Identification 0.99 Word Attack 0.93 Passage Comprehension 0.99
  • 14. Comments about the cognitive and education assessment sessions š Parent: " Great Idea!! My son was very excited to do it and really enjoyed it. Commented on the way home it was "Awesome!" Thanks" š Parent: She enjoyed doing it on the screen. She said she could clearly understand what to do. š Assessor: "Assessment setting worked well" š Assessor: "All went well. Clear & efficient!"
  • 15. Research Result Interpretation š Pilot results indicate that telehealth cognitive and literacy assessments are equivalent to conducting face to face assessments for children with learning difficulties. š The use of telehealth for such assessments is promising and may have future implications for providing timely and affordable access to services for those living remotely. š Coviu provides custom functionality such as reduced interface at child end, split screen between block image and block camera, click markers, which help replicate exact assessment setup.
  • 17. Goal of CER Speech Pathology Support š The Centre provides direct assessment and intervention services for primary school aged students with complex reading difficulties living in rural and remote areas of NSW. š The goal is to leave no student behind in their learning progress. Centre for Effective Reading Fiona Eastley Speech Pathologist CER Manly fiona.eastley@det.nsw.edu.au
  • 18. APPROACH of CER The NSW Centre for Effective Reading is a specialist service providing: š information about teaching reading and supporting students with complex reading difficulties. š direct support for rural and remote primary school aged students with complex reading difficulties and their teachers. Four Hubs: š Dubbo š Wagga Wagga š Manly š Westmead Centre for Effective Reading
  • 19. APPROACH of CER š The CER has speech pathologists available in 4 Hubs. š The CER delivers cognitive, language, speech and educational assessments of children across the state. š The speech pathologists deliver standardised speech and language intervention sessions using Coviu and Adobe Connect to students in rural and remote NSW. Four Hubs: š Dubbo š Wagga Wagga š Manly š Westmead Centre for Effective Reading
  • 20. Results with Coviu at the CER In 2017, more than 150 remote therapy sessions have taken place across all hubs. The speech pathologist and teachers collaborate so the sessions reflect the classroom curriculum. Centre for Effective Reading
  • 21. Results with Coviu at the CER Students enjoy interacting with the speech pathologist and using the writing and drawing tools to demonstrate their learning. Coviu’s easy-to-use and interactive user interface helps engage the students. Centre for Effective Reading
  • 22. Teacher Comments about the speech and language sessions š We have long waiting lists in the country for these services and if it wasn't for this time with Fiona Alex would not have the opportunity with a Speech Pathologist. š …has led to improved literacy and communication skills as well as building his self confidence. š ….has improved from a child who mumbled and was difficult to hold a conversation with to a boy who is pronouncing his words and starting to put full sentences together on a given topic. Centre for Effective Reading
  • 23. Sounds, Words, Aboriginal Language and Yarning Community Building
  • 24. SWAY – The Core Team Eileen Kalucy Early Childhood Educator RFW School Manly Joanne Blackbourn Speech Pathologist BSc (Human Communication Science) Lois Birk Aboriginal Educator RFW School Manly
  • 25. GOAL of SWAY š SWAY aims to improve the oral language and literacy outcomes of Preschool and Kindergarten students within rural and remote communities. š Low Socioeconomic status has been identified as a significant risk factor in terms of children’s language and social proficiency. š Early literacy difficulties are more prevalent among children in low SES communities. (Australian Journal of Language and Literacy, June 2009).
  • 26. APPROACH of SWAY š SWAY is an evidence based Oral Language and Early Literacy Programme based on Aboriginal knowledge, culture and stories. š A key focus of the programme is to build the capacity of teaching staff through practical professional development and ongoing mentoring. š Participating schools are encouraged to work with the local AECG (Aboriginal Education Consultative Group) and build relationships with local elders and families. MODULES: š Me and my body š My school, my community š My land, my Australia š My family, my home š My culture, my history š Our journey
  • 27. APPROACH of SWAY š Initial 3 day SWAY training at lighthouse school, Glenroi Heights Public School in Orange. š Ongoing teacher mentoring via the Coviu video interface with standard computer and Webcam. š SWAY reaches out to elders and their families for a rich sharing of local knowledge, culture and stories. MODULES: š Me and my body š My school, my community š My land, my Australia š My family, my home š My culture, my history š Our journey
  • 28. SWAY Participants š In 2016, the SWAY programme was rolled out to 5 Sites + Manly š 13 Teachers, SLSOs, AEO’s attended the 3 day initial SWAY training š 96 Children received targeted speech pathology intervention š Visited Walgett, Bourke, Orange and Bowraville aboriginal communities.
  • 29. DELIVERY of SWAY š SWAY is delivered as a whole class programme and targeted intervention programme. š The targeted intervention programme consists of a Speech Pathologist delivering a 15-20 minute small group therapy session, supported by a SLSO (School Learning Support Officer)
  • 30. Intervention Objectives 1. Reinforce the oral language and early literacy goals of the SWAY classroom programme. 2. Enable the SLSO to gain competence and confidence in supporting children’s oral language and literacy development. 3. Speech Pathologist to observe ‘at risk’ students, flag specific concerns, provide strategies and onward referral.
  • 31. SWAY Achievements š Within the past 3 years, the SWAY programme has provided professional development training and mentoring to over 26 rural and remote teaching staff. š Over 240 children have received targeted speech pathology intervention via COVIU. š 418 Intervention Sessions were held in total. š The efficacy of the SWAY programme as a teacher training and mentoring programme is currently being formally evaluated by the ACU University. š Coviu interface is particularly useful because it doesn’t require special equipment or software. It’s easy to set up and the user friendly interface enables the speech pathologist to deliver fun, interactive and engaging sessions with minimal additional preparation.
  • 32. Summary Community Capacity Can be built remotely Intervention needs identified Language, Cognitive, Speech and Educational Assessments can be delivered Intervention can be delivered Remote Standardised Cognitive and Language Assessments are reliable Centre for Effective Reading Centre for Effective Reading