{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,25]],"date-time":"2026-07-25T19:29:52Z","timestamp":1785007792188,"version":"3.55.0"},"reference-count":38,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2023,11,27]],"date-time":"2023-11-27T00:00:00Z","timestamp":1701043200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2024,5]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Telehealth for paediatric speech and language therapy became one of the most salient modes of service delivery during the COVID\u201019 pandemic. Evidence for speech and language therapy services via telehealth in comparison to face\u2010to\u2010face delivery demonstrates promising outcomes, and studies have begun to explore practitioner and client experiences. However, across the literature, many critical elements of services are overlooked, and there is a need to frame the evidence base within a theoretical model that can draw out practical implications that consider the range of factors having an impact on clinical implementation in real\u2010world contexts. The APEASE (Acceptability, Practicability, Effectiveness, Affordability, Side\u2010effects, and Equity) criteria offer such a model. The current study explored practising UK speech and language therapists\u2019 (SLTs) clinical experience of telehealth through the lens of the APEASE criteria and aimed to identify recommendations for future service provision from the practitioner perspective.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>An online survey structured using the APEASE criteria was developed in collaboration with the UK Royal College of Speech and Language Therapists. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using reflexive thematic analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Four hundred and thirty\u2010eight qualified and practicing UK paediatric SLTs completed the survey. Telehealth was broadly acceptable and practicable to SLTs yet there remains some uncertainty about its efficacy and cost\u2010effectiveness compared to face\u2010to\u2010face interventions and how equitable it is for different population groups. SLTs reported that effective implementation of telehealth services was dependent upon several contextual factors; affordability was a perceived barrier to clients having access to telehealth resources, intervention via telehealth was perceived as more acceptable than assessment, and whilst many SLTs welcomed aspects of telehealth, there were concerns about the physical and mental health consequences for practitioners. Six themes for the future development of telehealth in paediatric speech and language therapy were identified: (1) balanced and tailored services; (2) technology and equipment; (3) information and communication; (4) capacity building; (5) monitoring and evaluation; and (6) leadership and governance.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Outcomes highlight promising, concerning and uncertain aspects of telehealth in paediatric speech and language therapy. SLTs value a flexible and tailored approach to service delivery and recommend that effective leadership, clear communication, ongoing policy and guidance development, upskilling of users and careful evaluation of impact are required to ensure optimal implementation. The APEASE criteria offer a valuable opportunity to enhance and streamline practice and research to ensure sustainable implementation of telehealth in the paediatric speech and language therapy services of tomorrow.<\/jats:p><\/jats:sec><jats:sec><jats:title>WHAT THIS PAPER ADDS<\/jats:title><jats:sec><jats:title>What is already known on this subject<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>The COVID\u201019 pandemic led to the increased use of telehealth as a main mode of service delivery in paediatric speech and language therapy. Pre\u2010COVID\u201019, evidence for the use of telehealth in this field included small\u2010scale experimental studies that reported on children with particular disorders and explored telehealth outcomes in comparison to face\u2010to\u2010face delivery. The realities of at\u2010scale clinical practice were not well\u2010represented, and critical elements of service such as cost\u2010effectiveness were often overlooked in the paediatric literature. Furthermore, despite emerging global evidence for temporary telehealth responses to the crisis in speech and language therapy, the long\u2010term and future use of telehealth remains unclear.<\/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>The current study applied the lens of the APEASE (Acceptability, Practicability, Effectiveness, Affordability, Side\u2010effects, and Equity) criteria, which were used in this case to consider socioeconomic, ecological and cultural factors to capture an overarching understanding of the use of telehealth in paediatric speech and language therapy, and to inform the role of telehealth in future, longer\u2010term and at\u2010scale service development. Results indicated emerging trends in UK paediatric speech and language therapists\u2019 (SLTs\u2019) perceptions of telehealth and SLTs perceived a hybrid approach to service delivery, combining mostly face\u2010to\u2010face services with some telehealth, was likely to continue in the future. We identified six themes to guide the future development of telehealth in paediatric speech and language therapy services: (1) balanced and tailored services; (2) technology and equipment; (3) information and communication; (4) capacity building; (5) monitoring and evaluation; and (6) leadership and governance.<\/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>UK SLTs believe that speech and language therapy services using telehealth should be reflective, tailored and flexible to meet the requirements and circumstances of the children, young people and families served, as well as the physical and emotional needs of practitioners. SLTs recommend that this service development is clearly communicated to all stakeholders and suggested that those using telehealth should be supported through appropriate training, and ongoing effectiveness should be monitored. Telehealth is here to stay and the APEASE criteria offer a unique opportunity to ensure sustainable models of service delivery; to support co\u2010ordinated leadership at the local, national and international levels and the development of policy and clinical guidance.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><\/jats:sec>","DOI":"10.1111\/1460-6984.12988","type":"journal-article","created":{"date-parts":[[2023,11,27]],"date-time":"2023-11-27T23:42:49Z","timestamp":1701128569000},"page":"1163-1179","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":9,"title":["UK paediatric speech and language therapists\u2019 perceptions on the use of telehealth in current and future clinical practice: An application of the APEASE criteria"],"prefix":"10.1111","volume":"59","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1218-9918","authenticated-orcid":false,"given":"Jenna","family":"Charlton","sequence":"first","affiliation":[{"name":"Newcastle University  Newcastle upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7010-6407","authenticated-orcid":false,"given":"M\u00e9lanie","family":"Gr\u00e9aux","sequence":"additional","affiliation":[{"name":"Cambridge University  Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amit","family":"Kulkarni","sequence":"additional","affiliation":[{"name":"Royal College of Speech and Language Therapists  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Melanie","family":"Dornstauder","sequence":"additional","affiliation":[{"name":"Newcastle University  Newcastle upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1608-8970","authenticated-orcid":false,"given":"James","family":"Law","sequence":"additional","affiliation":[{"name":"Newcastle University  Newcastle upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,11,27]]},"reference":[{"key":"e_1_2_17_2_1","doi-asserted-by":"publisher","DOI":"10.3109\/17518423.2010.499889"},{"key":"e_1_2_17_3_1","doi-asserted-by":"publisher","DOI":"10.1258\/jtt.2012.gth104"},{"key":"e_1_2_17_4_1","doi-asserted-by":"publisher","DOI":"10.1037\/qup0000196"},{"key":"e_1_2_17_5_1","unstructured":"Centre for Workforce Intelligence. 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