Given the importance of providing speech-language services to students in rural areas, school districts have begun adopting telepractice as a primary service delivery model (American Speech-Language and Hearing Association [ASHA], n.d.b; Forducey, 2006; & Polovoy, 2008). However, as the demand for telepractice grows, so does the need for a strong method of program evaluation (ASHA, 2005a). The purpose of this study was to investigate the methodologies district level administrators use to evaluate effectiveness and ensure the validity of telepractice services. Two district level administrators from distinct rural educational cooperatives participated in this study. Both were from two distinctive Midwestern states and partook in semi-structured interviews. Four global themes emerged following data analysis: qualitative measures for evaluating effectiveness, quantitative measures for evaluating effectiveness, professional qualifications impact validity, and analyzing service validity. The participant identified themes revealed a strong need for a consistent, systematic approach to program evaluation that integrates quantitative and qualitative measures. The results may be considered by district administrators currently using or hoping to implement telepractice programs to evaluate services.
Speech-language pathology; Telepractice; Program evaluation
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Montgomery, Allyson Doreen, "Investigating Program Evaluation Implemented by Rural Education Systems to Determine the Efficacy of Speech-Language Telepractice Services" (2017). Master's Theses. 48.