Telepractice for School Based
Speech & Language Services
Michelle Boisvert, Ph.D., CCC‐SLP Co p yr igh t Wo rld Tid e . Inc. 201 4Michelle Boisvert, Ph.D., CCC‐SLP
•ASHA Certified SLP •Ph.D., in the use of telepractice for students with ASD •Published author of numerous articles on topics related to telepractice including clinical models and supporting evidence for direct and indirect telepractice services •Presented at national and international conferences on the use and application of telehealth service delivery for school aged children •Editor of the Perspectives of Telepractice; an American Speech Hearing Association Journal •Reviewer for publications such as the Journal of Autism and Developmental Disorders, Journal of Telehealth and Telemedicine and International Journal of Telerehabilitation •Owner of NetSLP, a division of WorldTide, Inc., a company that delivers telepractice services to students and adults nationally and internationally Copyright WorldTide. Inc. 2014Agenda
•Introduction of Telepractice •Equipment, Infrastructure and Materials •Environment to Support Telepractice •Identifying the Needs and Barriers •Telepractice Implementation Team •Client Candidacy •Legal Considerations/HIPAA and IDEA •Clinical Procedures and Quality Assurance •Questions Copyright WorldTide. Inc. 2014When it comes to telepractice are you…
•Just Curious? •Considering Telepractice? •Already using Telepractice? Copyright WorldTide. Inc. 2014General Definition & Overview of
Telepractice
telepractice is not a different service, but rather a different method of service delivery. ‐J. Brown, 2010 Copyright WorldTide. Inc. 2014What is Telepractice?
•Telepractice is a way to provide direct and indirect speech/language therapy services. •It is relatively new to the field of speech pathology (within the last 5 years), however, has been used for some time to provide medical services, mental health counseling as well as physical and occupational therapy. •Services are provided through the use of high speed Internet, web cameras and video conferencing systems in real time. Copyright WorldTide. Inc. 2014ASHA’s definition of Telepractice
•Telepractice is the application of telecommunication technology for the delivery of services at a distance (ASHA, 2013). •This method has become more widely used and is an emerging area of service delivery in speech and language pathology (D. Theodoras, 2011). •Approved by the American Speech‐Language‐Hearing Association (ASHA) as an appropriate service delivery in 2005. ASHA's position is that “Telepractice is an appropriate model of service delivery for the profession of speech‐language pathology and audiology (ASHA 2012, 2005a, 2005b).” Copyright WorldTide. Inc. 2014Telepractice in the Field of Speech Language
Pathology
•Speech pathologists use telepractice to provide direct and indirect services •Articulation •Receptive or expressive language •Voice & fluency •Executive functioning •Social pragmatics •Non‐verbal/AAC •Assessments •Supervision, consultation and meetings. •There are no inherent limits to where telepractice can be implemented, as long as the services comply with national, state,Copyright WorldTide. Inc. 2014Benefits & Limitations of
Telepractice
The strategic use of technology enables telepractice to be a viable method of service delivery for students of all abilities.
Benefits of Telepractice
•Nationwide, thousands of students are in need of speech language services. •When sensibly implemented, a telepractice speech‐language delivery model promotes: •Free and appropriate public education (Juenger, 2009) •Creates additional or more consistent direct and indirect service opportunities •Enables real‐time collaboration with team members •Complements traditional, on‐site service delivery models and energizes student learning (Juenger, 2009). •Can be cost effective (Blaiser et al., 2013) & maximizes efficiency of existing personnel •Reduces geographical barriers (ASHA, 2013) •Extends clinical expertise (Boisvert, 2014, Hall & Boisvert, 2014, Gorgan‐Johnson, 2013) Copyright WorldTide. Inc. 2014Clinical Benefits of Telepractice
•Select research suggests that students receiving telepractice outperform control groups (same diagnostic and demographic profile) and national benchmarks on (Towey, 2013, Gorgan‐Johnson, 2011): •Expressive Language •Receptive Language •Social Pragmatics •Speech Sound Production/Articulation •Access to experienced school‐based SLPs •Flexible scheduling for student/teacher needs •Organizational commitment is necessary for a successful program! Copyright WorldTide. Inc. 2014Clinical Benefits to Telepractice
•Speech therapy telepractice is emerging as a standard of care that promises to be equal to or better than traditional “table top” therapy (Towey, 2013). •Telepractice can be a force multiplier for speech pathologists who work in multiple schools. •Therapist and client work in online programs in a highly motivating digital learning environment (Christensen, Johnson, & Horn, 2008). •Therapy sessions can be recorded, edited, saved and later viewed online by the client, caregivers, family members and/or teachers who are granted access to the materials. •The client can go online multiple times to access the therapy program for additional practice and learning. Copyright WorldTide. Inc. 2014Telepractice Enables Professionals to…
Communicate
Collaborate Educate
Copyright WorldTide. Inc. 2014
[eTherapist] worked so well with my son and brought him so far. She worked with his teachers and tutors and it is all reflected in the outstanding work that my son is increasingly able to produce. I can’t thank you enough! -Parent
We have found online speech services to be an interesting, exciting and effective way to provide our students with a high quality service in an innovative way. We are very pleased with all aspects of it! -School Administrator
Limitations of Telepractice
•Space: Dedicated or shared room is required. •Budget: Telepractice equipment can be expensive, but doesn’t have to be. •On‐site Support: Paraprofessional staff and support may be required. •Broadband: Need high‐speed Internet. •Security Concerns: Federal standards for HIPAA and FERPA must be considered. •Network Firewall: On‐site firewalls may block videoconferencing site. •Licensure Requirements: SLPs/AuDs are required to be licensed in each state they are practicing in. •Community Awareness Copyright WorldTide. Inc. 2014Limitations of Telepractice
•Physical manipulation •Managing behavioral issues – strategies must be in place! •Technical knowledge and ability to troubleshoot •Collaboration with on‐site staff – procedures must be in place! •Difficulties in team teaching •Difficulty promoting carryover of skills in the classroom •Scheduling (research does NOT support this: attendance rate 94‐75%) •Overall acceptance of a new method to deliver services Copyright WorldTide. Inc. 2014Models of Service Delivery
Face to Face Store and forward Hybrid Approach Copyright WorldTide. Inc. 2014Models of Telepractice
•Various platforms have been developed to support service delivery in telepractice, which fall under three broad headings: •Synchronous (direct and in real‐time) •Asynchronous (indirect and can be offline) •Hybrid (both direct and indirect) Copyright WorldTide. Inc. 2014Synchronous or Direct Delivery Model
•Synchronous services are conducted with interactive audio and video connection in real time. •A live, interactive videoconference session is one in which the specialist and the client are present at the same time, but not in the same location. •Communication is facilitated by using secure digital videoconferencing. •The specialist conducts sessions as if they were in the same room in a “live and interactive” format. Copyright WorldTide. Inc. 2014Asynchronous Delivery Model
•An asynchronous service model, or store‐and‐forward, is one in which information is captured from the patient at one time and location and evaluated by a specialist at another time and location. •Information is captured and “stored” in a digital file at one location and then transmitted or “forwarded” to another location for evaluation (Telehealth Resource Center, 2013). •Examples include transmission of voice clips, audiologic testing results, or outcomes of independent client/patient practice. Copyright WorldTide. Inc. 2014Hybrid Delivery Model
•Hybrid sessions use components of both live, interactive and store‐and‐forward consultations. •A hybrid consultation has the advantage of making better use of all technologies that are available to diagnose, treat and consult with the client and their team and is not limited to a single communications channel. •Examples of hybrid approaches include: •Remote Monitoring •Distance Supervision •eConsultation •Record and Monitor Copyright WorldTide. Inc. 2014General Overview the Technology
& Equipment
Stable and reliable technology and infrastructure are key to a successful telepractice program Copyright WorldTide, Inc. 2014Introduction
•Properly designed and equipped facilities at all locations as well as sufficiently high quality telecommunications to support the clinician‐ client interactions. •Protocols must be in place to assure high‐quality and consistent service delivery. •Many concerns that apply to the facility for face‐to‐face services also apply to telepractice services including: •Privacy •Comfort •Utility•Additional telepractice considerations:Copyright WorldTide, Inc. 2014
Determining Technology & Equipment Needs
When determining the equipment needs of the telepractice program there are several key questions: •What is to be accomplished (direct service, supervision, mentoring, etc.)? •What is the clinical population? (e.g., voice, speech sound production, AAC) •What is the setting of the services (i.e., 1:1, small group, classroom based, training) •What delivery model is being used (i.e., f2f, SaF, Hybrid) •What are the security requirements? •What are the resources available (i.e., existing equipment, budget, support, bandwidth) •The Needs Assessment will help determine resources. Copyright WorldTide, Inc. 2014 Goals & Clinical Population Setting and Delivery Model Security Requirements Resources Available Successful ProgramOnline Video
Conferencing
Live, interactive F2f interactions occur through videoconferencing Copyright WorldTide, Inc. 2014Levels of Digital Videoconferencing Platforms
•There are a wide variety of technology that can be used to conduct videoconferencing •The options of devices and equipment used to conduct digital videoconferencing typically range from: •Mobile •Desktop •Small Meeting/Telepresence Copyright WorldTide, Inc. 2014Mobile Videoconferencing
Mobile Devices include: iPad, Tablet, Smart Phones, etc. The pros of using mobile videoconferencing: • High level of accessibility • Applications • Mobile – end user can be anywhere The cons of using mobile videoconferencing: • Limited control of video and audio • Limited end‐user control of material • Security/encryption • Wireless needed Copyright WorldTide, Inc. 2014Desktop Videoconferencing
•Desktop Equipment: Computer/Laptop, Webcam/Headset, Software •The pros of using desktop videoconferencing: •Low bandwidth requirements •Available software •Minimal equipment costs •Available material •Better encryption and security •The cons of using desktop videoconferencing: •Limited control of video and audio •Limited ability to control end‐user camera •Limited ability to move location Copyright WorldTide, Inc. 2014Small Meeting/Telepresence
•Small Meeting: Dedicated Equipment, Integrated System •The pros of using small meeting videoconferencing: •Corporate staff with technical knowledge of firewall and Internet technologies •Better video and audio quality •Control of end‐user camera •Encryption and Security •The cons of using small meeting videoconferencing: •Moderate equipment costs •Higher bandwidth requirements Copyright WorldTide, Inc. 2014Videoconferencing Software
•The software that can be used to conduct videoconferencing ranges from low end to high end. •Free Web Conferencing: Skype, Oovoo, Yahoo Messenger, Windows Live Messenger, Facetime, Jabber, TeamViewer (there are others)•Considerations: Security – does NOT meet HIPAA/FERPA standards, quality of audio and video, ability to screenshare (do you need another program), do have white board, etc.
•These free systems are NOT recommended for telepractice (emergency only)
•Commercial Web Conferencing: GoToMeeting, Adobe Connect, Microsoft Office Live, Eluminate, Vidyo, Infinate Conferencing, Cisco WebEx (there are others)Copyright WorldTide, Inc. 2014
Hardware
There is mandatory hardware at both sites
Mandatory Hardware
•To deliver and receive telepractice, each site must at least have the following: •Computer •Windows XP: 2 GB of RAM; P4 with 2GHZ processor or equivalent •Windows Vista / Windows 7 / Windows 8: 3 GB of RAM; P4 with 3GHZ processor or equivalent •Mac OS X 10.4 (Tiger) or 10.5 (Leopard): 2 GB of RAM; 2 GHZ •Large monitor or integrated conferencing system •Web camera with 15 FPS (frames per second) capture rate (built‐in or separate) •Headset with attached microphone (analog or USB) •In‐room phone or cell phone Copyright WorldTide, Inc. 2014Supplementary Equipment
Supplementary material and equipment may enhance the type of services provided Copyright WorldTide, Inc. 2014Supplementary and Peripheral Equipment
•Supplementary equipment can enhance the overall quality of direct/indirect services provided via telepractice. •Additional tools, devices and equipment vary according to the application of services and the desired outcomes. •For example, additional monitors, web and document cameras, headphones, cell phones, Bluetooth earpieces, and back‐up storage devices may be needed for telepractice services. •For direct services, a large monitor (over 20 inches) or dual monitors support the dynamic exchanges that occur when providing telepractice for clinical services. Copyright WorldTide, Inc. 2014Types & Uses of Supplementary Equipment
•Bluetooth Headset: A Bluetooth head set can be used by a caregiver, teacher or paraprofessional when receiving active consultation. •Document Camera: A document camera is used to electronically display paper‐based material. •Fax Machine: A fax machine is used to provide the on‐site team a paper copy of material or documents. •iPad: An iPad is used to supplement electronic material, serve as a second monitor or display apps. •J‐Mount Webcam: The J‐Mount is used for tele‐AAC to view the client’s device as well as for environmental views of the therapy setting. •Pen Mouse: A pen mouse is used in whiteboard activities in which the on‐site client is drawing, underlining, etc. This device mimics a pen/pencil that would commonly be used in an on‐site setting. •Smart Board: A SmartBoard is used as a large monitor or to support gross motor and interactive movements from the on‐site client. •SmartPhone: A smartphone can be used for communicate between the on and off site teams or as a secondary monitor. •Rolling Cart: A rolling cart can be used to make the equipment portable and move from room to room. Copyright WorldTide, Inc. 2014Broadband and Internet
Connection
A high speed internet connection is essential for high quality f2f services Copyright WorldTide, Inc. 2014Recommended Internet Connection
•Live, interactive videoconferencing requires high quality and reliable Internet. •High‐speed Internet connection with incoming/outgoing signal of at least 900 KBps. •Take into account the internal network through which the external connection is accessed. •Consider who else is on the system at the time of services & consult with on‐ site IT professional. •Some degradation in video quality can be accepted, but a telepractice session will not work if the sound quality is poor. Copyright WorldTide. Inc. 2014Material
Most activities that can be used for on‐site services can be used for telepractice services Copyright WorldTide, Inc. 2014Material for Telepractice
•Many materials and activities that are used in on‐site treatment sessions can be modified to be presented in a telepractice environment. •Clinicians and school‐based teams have access to a wide range of digital and electronic activities, games, books, and other material through the Internet. •Document cameras and scanners can transform paper‐based into electronic materials that can be used for telepractice. •Annotation and responding tools that can be used to enhance the digital material presented. Copyright WorldTide, Inc. 2014Resources for Material
•There are free and fee‐based services enable the treating clinician to present interesting, highly interactive and grade/age/level appropriate material. •Intervention session can be saved and reviewed multiple times (Towey, 2012). •There are a number of Internet resources. •Material can be simplified using the FIVES criteria described by Sean Sweeney (SpeechTechie, 2012): •Free/fairly priced, Interactive, Visual, Educationally relevant, Speechie (i.e., programs that are rich in speech and language and can easily be repurposed for therapy use) Copyright WorldTide, Inc. 2014Resources for Material
•Through PowerPoint, SmartNote Book or Word most static activities (i.e., PDFs, flashcards, worksheet, etc.) can become interactive. •Some resources include: •Judith Kuster’s website of materials that can be adapted for therapy http://www.mnsu.edu/comdis/kuster2/sptherapy.html •BBC Short Stories http://www.bbc.co.uk/cbeebies/stories/page/all •Internet4Learning http://www.internet4learning.com •E‐Learning for Kids http://www.e‐learningforkids.org/index.html •SmartNote Book Exchange http://exchange.smarttech.com/#tab=0 Copyright WorldTide, Inc. 2014Considerations for Digital Material
•Large monitor (over 20 inches) or dual monitors support the dynamic exchanges between client and clinician. •Visual cues and models, and use non‐verbal body language can and must be provided. •Awareness of how to present cues/prompting •Control of audio/volume of the treatment activities. •Consider the “Visual clutter” that might be present on the screen. •External visual stimuli that might distract the client from the content or intended purpose of the activity. •When planning and preparing material, always consider how the client can interact with the activity. Copyright WorldTide, Inc. 2014Helpful strategies
•Activity Schedules •A consistent format to introducing the activities •Helped with any language barriers •Scaffolded Instruction •Mini‐Lesson •Multiple Representation of Information •Graphic Organizers •Modifiable depending on need •Resource GuideGeneral Overview of
Environmental Requirements
To provide high‐quality telepractice sessions, the environment of both the client and the clinician must be considered Copyright Michelle Boisvert, 2014Telepractice Room Considerations
•A telepractice room must have adequate lighting, physical privacy, comfortable furniture, and appropriate monitor/webcam placement. •The telepractice room should be free of visual distractions and enable the on‐site helpers to provide supportive and supplementary assistance to the clients. •A well thought out telepractice room design will accomplish two major functions: •Create the visual and audio clarity and accuracy •Support a connection where the focus in on student‐Copyright WorldTide. Inc. 2014 Room Design Functions Visual Clarity Audio Clarity Clinical InteractionRoom Location and Size
The size and location of a Room impacts the overall quality of the services Copyright Michelle Boisvert, 2014Location and Size of Room
•The telepractice setting should be in a: •Quiet location •Minimizing exposure to environmental noise •Environmental noise include: •Busy corridors, stairwells, fans, parking lots, restrooms or other sources of noise. •Environmental noise can be picked up by microphones which can make it difficult for the clinician at the remote site to hear. •Size of the clinician’s office can be smaller in size •Room size also depends on the type of equipment and technology being implemented. Copyright Michelle Boisvert, 2014Placement of Equipment
there are optimal placements of the equipment that will be used for telepractice Copyright Michelle Boisvert, 2014Placement of Equipment: Clinician Office
•The clinician’s office will typically be smaller in size. •Only one person is transmitting an image rather than a small group. •The clinician must consider the camera viewing area, angle of the camera, lighting and microphone. •Similar to individual settings Copyright Michelle Boisvert, 2014Placement of Equipment: General Strategies
•Regardless of the setting there are optimal placements of the equipment that will be used for telepractice. •Considerations for the equipment are: •Position of the workspace •Position of doors •Position of windows •Location of electrical outlets •Existing telecommunication connections Copyright Michelle Boisvert, 2014Webcam and Video Window
Position
The goal is to approximate natural eye gaze and facial direction Copyright Michelle Boisvert, 2014Camera Positioning: Individual Setting
•Cameras need to be placed so that both participants are looking at each other. •The clients (and clinicians) tend to look at the videoconferencing screen when receiving/providing services. This results in unnatural eye‐gaze and facial positioning when the image is on the side of the screen. •To support (approximated) eye‐contact and expected facial positioning during a telepractice session place the webcam close to the video conferencing screen as possible. •The clinician’s webcam should be in this position for all settings. Copyright Michelle Boisvert, 2014Lighting
Good lighting supports the ability to see the client clearly with true color reproduction Copyright Michelle Boisvert, 2014Lighting Fundamentals
•Use diffused soft light falling in front of the client •Avoid backlighting from windows or overhead lights •Avoid harsh lighting sources •Consider full spectrum lighting •Use supplemental lighting when necessary •Windows or other light sources behind the client can cause deep shadows on the face that interferes with clinical services Copyright Michelle Boisvert, 2014General Overview of the Needs
Assessment
Preparation is key to the development, implementation and sustainability of an effective telehealth program Copyright WorldTide, Inc. 2014What is a Needs Assessment?
•A systematic analysis (DOC, 2004)used to identify the needs of an underserved population and how those needs can be addressed. •Consists of several steps to identify the gaps in services and identify potential strategies to address those needs. Copyright WorldTide, Inc. 2014 Needs Assessment Current State of Practice Needs in the population Gap in Services Organizational Resources BarriersBenefits of a Needs Assessment
•Clear understanding of the objectives of the program •Identifying the target population and their need •Determining appropriate candidates within the target population •Identify organizational readiness for the program •Potential barriers or considerations within the target population •Identify strategies to overcome potential barriers/considerations Copyright WorldTide, Inc. 2014Steps in the Needs Assessment
Essential information must be assessed in the various steps of a needs assessment Copyright WorldTide, Inc. 2014Step 1: Objectives, Scope and Purpose
•The team must identify the objective, scope, target population and how the needs assessment will support the overall success of the telehealth project. •Will this assessment be a sweeping overview of all clinical services within an organization and the collaborating agencies or will it be on a smaller scale with just a few previously identified individuals within a target group? •It is important to limit the aim of the needs assessment and design it on a scale appropriate to the entire planning process (Eastmond, 1986). •The goal is to maximize efforts, minimize redundancy and gather a solid understanding of the overall clinical need. Copyright WorldTide, Inc. 2014Step 2: Identify the Assessment Team
•The program director should collaborate with professionals that will be directly involved in the services that are being assessed. •e‐Clinician •Telehealth Liaison or Coordinator •IT support •There should be a representative from each service area that has expertise or detailed knowledge about the problem and gaps that are occurring. Copyright WorldTide, Inc. 2014Step 3: Assessment Approach
•The needs assessment team will collect information in order to obtain and clear view of the need and potential gaps in services. •Primary/Secondary Data •Qualitative/Quantitative Data • The collection of this data commonly occurs through strategies such as: •Focus groups/forums/surveys/interviews •Secondary data analysis •The collection of information must answer the following questions: •What existing information is available? •What information is needed? •How did the data be analyzed and presented? Copyright WorldTide, Inc. 2014Step 4: Security of the Data
•When conducting a needs assessment, often team members are accessing confidential student information. •The assessment team must ensure that all data collected as a part of this process is kept confidential and that FERPA laws are not violated. •Security Checklist: The organization’s student data policies have been reviewed. The assessment team is aware of the security data policies. Assessment team has a clear role for the use of the data. The administration is aware that the assessment team is reviewing student information. If accessing electronic information, the account automatically logs out after 20 minutes of inactivity. If accessing electronic information, the account is locked after 6‐8 incorrect password attempts. If accessing paper documents, the documents are secured in a private and locked office. All files that are created are stored in a password protected file. The educational agency implements HIPAA and FERPA protocols for all student data. Copyright WorldTide, Inc. 2014Step 5: Current & Preferred State of Services
•Evaluating the current state of services will generally focus on the clinical elements the organization currently provides or has access to along with how the provided services are delivered. •The specific characteristics of support services, staff, and equipment will also be identified (Martin, 2012). •The preferred state evaluation will identify the supplemental services, delivery capability, providers and other resources that can be supported by telehealth. Copyright WorldTide, Inc. 2014Step 6: Organizational Readiness
•Organizational readiness is the willingness and ability of an organization to shift from its current way of operating to something new (Martin, 2011). •Assessing organizational readiness will identify any major challenges that could delay or prevent your new program’s successful start‐up. •Leadership •Resources •Potential Barriers •Creating “buy‐in” from others in the organization (host or remote) could impact the overall success of the program. •Increased awareness of how telehealth will impact the target population. •Increased awareness of how telehealth aligns to the overall mission of the organization. Copyright WorldTide, Inc. 2014Step 7: Identify the Gap
•The difference between the current and preferred state of services is considered the gap. •The assessment team should use this information to identify how telehealth can be used to maximize current resources to address the need. •The gap analysis should examine the specific service need along with the technology and infrastructure requirements (at all sites). Copyright WorldTide, Inc. 2014Step 8: Identify Potential Barriers
•Once the specific needs of the organization and client(s) are identified the team must identify what barriers might hinder the success of the project. •These include the following: •Technology and infrastructure •Location for services •Support personnel •Training, project support •Confidentiality Copyright WorldTide, Inc. 2014Step 9: Summarize and Make Decisions
•The components of the assessment should be prioritized. •It should be determined which among the proposed services are the most important for the organization. •What (if any) barriers can be overcome. •Identify solutions based on: •Identified Challenges •Acceptable Practice •Feasibility •Present the findings to leadership who will make decisions based upon the information. Copyright WorldTide, Inc. 2014Functions and Roles of the Team
Make the most of existing staff strengths and structure Copyright WorldTide, Inc. 2014Key Functions
•Identify the functions that need to occur and then what personnel could fulfill these responsibilities. •Typically, there are seven essential functions for a telehealth program. •Program Director •Project Manager •Clinical Director •Clinical Service Provider •Site Coordinator •On‐Site Helper or Liaison •Technical Support Copyright WorldTide, Inc. 2014Roles and Responsibilities
•Each function has a defined set of roles and responsibilities. •Identifying these roles and responsibilities before the start of the project is important. •Helps with the specific assignment to existing or new staff members In many programs one person may be responsible for or perform more than one function or role. Copyright WorldTide, Inc. 2014Program Director: Overview
•Most critical to a successful telehealth program. •The person fulfilling this role should: •Understand the benefits/limitations •Understand the needs of the client and their team •Ensure that organizations (at all sites) are ready •Manage timelines/meetings Program director assures that clinical, operational and technical expectations and requirements are identified, met, or exceeded, therefore encouraging the successful outcome of the project. Copyright WorldTide, Inc. 2014Program Director: Overview
•The responsibilities of the program director are different than ongoing project management. •The program director is responsible for the overall project goals rather than the on‐going day‐to‐day operations. •Often – especially with smaller projects – one person will take on the responsibility of the overall direction of the project and the day‐to‐day operations. Copyright WorldTide, Inc. 2014 Program Director Benefits and Limitations Resources Overall Goals Personnel Overall NeedsProgram Manager: Overview
•Responsible for the on‐going operational aspects of the telehealth program. •Works in cooperation with service delivery clinicians, on and off site team members. •Interacts with the organizational leadership •Educated/updated on activities •Overall quality/outcomes of services Copyright WorldTide, Inc. 2014Pr
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Service Delivery Staffing Quality AssuranceSite Coordinator: Overview
•The On‐Site Coordinator’s functions are related to operations and providing assistance as needed to the client at their location. •Will be a different site coordinator for EACH location receiving telehealth •Who will be the point of contact for the on‐site services •Identify who will support the program on‐site •Will help with “buy‐in” from other on‐site professionals •The On‐Site Coordinator must be committed to the program and fully understand the benefits and purpose. •Success of the program is related to the success of the clients. Copyright WorldTide, Inc. 2014Sit
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Clinical Director: Overview
•The Clinical Director assures that there is adequate and appropriate clinical services. •The person makes sure that the services are meeting the needs of the clients. •Assures that the services are accessible without undue burden to the client. Copyright WorldTide, Inc. 2014Clinic
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Services Meet NeedsServices are Appropriate Services are Accessible