Working With Facilitators to Provide School-Based Speech and Language Intervention via Telepractice Successful telepractice to a school requires a facilitator (eHelper). This article describes the roles and responsibilities of an eHelper, additional responsibilities that may be assumed by an eHelper, supervision of the eHelper and potential challenges to working with an eHelper. ... Article
Article  |   September 01, 2013
Working With Facilitators to Provide School-Based Speech and Language Intervention via Telepractice
Author Affiliations & Notes
  • Robin Alvares
    School of Health Sciences, Kent State University, Kent, OH
  • Financial Disclosure: Robin Alvares is Project Coordinator for the OMNIE Telepractice in Speech-Language Pathology Project at Kent State School of Speech Pathology and Audiology.
    Financial Disclosure: Robin Alvares is Project Coordinator for the OMNIE Telepractice in Speech-Language Pathology Project at Kent State School of Speech Pathology and Audiology.×
  • Nonfinancial Disclosure: Robin Alvares has previously published in the subject area.
    Nonfinancial Disclosure: Robin Alvares has previously published in the subject area.×
Article Information
School-Based Settings / Professional Issues & Training / Telepractice & Computer-Based Approaches / Language Disorders / Articles
Article   |   September 01, 2013
Working With Facilitators to Provide School-Based Speech and Language Intervention via Telepractice
SIG 18 Perspectives on Telepractice, September 2013, Vol. 3, 44-48. doi:10.1044/teles3.2.44
SIG 18 Perspectives on Telepractice, September 2013, Vol. 3, 44-48. doi:10.1044/teles3.2.44

Successful telepractice to a school requires a facilitator (eHelper). This article describes the roles and responsibilities of an eHelper, additional responsibilities that may be assumed by an eHelper, supervision of the eHelper and potential challenges to working with an eHelper.

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