{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,27]],"date-time":"2026-10-27T07:04:55Z","timestamp":1793084695832,"version":"4.5.0"},"reference-count":36,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2022,7,23]],"date-time":"2022-07-23T00:00:00Z","timestamp":1658534400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2022,11]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>There has been a significant uptake in the use of telepractice during the coronavirus SARS\u2010CoV\u20102 (COVID\u201019) pandemic. This study explored the experiences of speech and language therapists (SLTs), assistants (SLTAs) and parents with telepractice during the COVID\u201019 pandemic.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>(1) To identify factors that influenced success of telepractice; and (2) to describe clinicians\u2019 and parents\u2019 preferences for the future mode of service delivery for preschoolers with communication disorders.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods &amp; Procedures<\/jats:title><jats:p>The study was conducted in partnership with one publicly funded programme in Ontario, Canada, that offered services to preschoolers with speech, language and communication needs at no cost. SLTs (<jats:italic>N<\/jats:italic> = 13), assistants (<jats:italic>N<\/jats:italic> = 3) and parents (<jats:italic>N<\/jats:italic> = 13) shared their experiences and perspectives during semi\u2010structured videoconference interviews.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Results<\/jats:title><jats:p>Factors that influenced the success of telepractice were reported in three categories: the setting (i.e., where and how telepractice was being delivered); the nature of telepractice (i.e., the services that were provided via telepractice); and the individuals (i.e., who was involved in telepractice). These factors were reported to interact with each other. As the needs for each child and family are unique, parents and clinicians reported a preference for a hybrid and flexible service delivery model in the future.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>The themes identified in this study can be used by clinicians and managers to consider factors that influence the success of telepractice for children and families.<\/jats:p><\/jats:sec><jats:sec><jats:title>WHAT THIS PAPER ADDS<\/jats:title><jats:sec><jats:title>What is already known on the subject?<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>Studies conducted before the COVID\u201019 pandemic showed that telepractice was an effective and acceptable service approach. However, some clinicians and parents reported wanting to resume in\u2010person visits. The provision of telepractice services to families with children with communication disorders increased significantly during COVID\u201019.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What this paper adds to existing knowledge?<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>Parents and clinicians shared factors that influenced the success of telepractice during semi\u2010structured interviews. Factors were identified in three categories: the setting (i.e., where and how telepractice was being delivered); the nature of telepractice (i.e., the services that were provided via telepractice); and the individuals (i.e., who were involved in telepractice). As each child's and family's needs are unique, parents and clinicians reported a preference for a hybrid and flexible service delivery model in the future.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What are the potential or actual clinical implications of this work?<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>SLTs and SLT managers can use the factors identified to discuss with parents and decide whether telepractice may be well suited to the needs of each child and family.<\/jats:p><\/jats:list-item><\/jats:list><\/jats:p><\/jats:sec><\/jats:sec>","DOI":"10.1111\/1460-6984.12760","type":"journal-article","created":{"date-parts":[[2022,7,23]],"date-time":"2022-07-23T17:13:40Z","timestamp":1658596420000},"page":"1354-1367","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":18,"title":["Factors influencing the success of telepractice during the COVID\u201019 pandemic and preferences for post\u2010pandemic services: An interview study with clinicians and parents"],"prefix":"10.1111","volume":"57","author":[{"given":"Elaine Yuen Ling","family":"Kwok","sequence":"first","affiliation":[{"name":"CanChild McMaster University Institute of Applied Health Sciences  Hamilton ON Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kinga","family":"Pozniak","sequence":"additional","affiliation":[{"name":"CanChild McMaster University Institute of Applied Health Sciences  Hamilton ON Canada"},{"name":"Department of Pediatrics McMaster University  Hamilton ON Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Barbara Jane","family":"Cunningham","sequence":"additional","affiliation":[{"name":"CanChild McMaster University Institute of Applied Health Sciences  Hamilton ON Canada"},{"name":"School of Communication Sciences and Disorders Elborn College  London ON Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Peter","family":"Rosenbaum","sequence":"additional","affiliation":[{"name":"CanChild McMaster University Institute of Applied Health Sciences  Hamilton ON Canada"},{"name":"Department of Pediatrics McMaster University  Hamilton ON Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,7,23]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/2050571X.2020.1812034"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10864\u2010019\u201009356\u20103"},{"key":"e_1_2_11_4_1","unstructured":"American Speech\u2013Language\u2013Hearing Association (ASHA). 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