Exploring telepractice perceptions and needs of school stakeholders across Kansas

Abstract

Several studies have demonstrated the reliability, efficiency, and effectiveness of telepractice, and stakeholders have previously found engaging in telepractice to be a positive experience. However, recent studies have shown that after the sudden and temporary shift to telepractice during COVID-19, there is a mismatch between stakeholders’ experiences and the positive pre-pandemic data. This study investigated the perceived and empirical metrics of Kansas school-based stakeholders’ regarding telepractice to better contextualize this change. The study followed a mixed method research design consisting of an online survey and online focus group sessions. A growing gap between the telepractice literature and school-based stakeholders’ perceptions of telepractice was identified. Concerningly, stakeholders demonstrated worsening sentiment towards telepractice associated with poor competence and confidence across a variety of telepractice-related variables. The overwhelmingly negative perceptions strongly correlated with the sudden shift to telepractice due to COVID-19. It appears the mandated and rapid transition to telepractice forced stakeholders into using a model of service delivery that they were reportedly ill-prepared for. Future research should consider how to best implement telepractice in the event of future emergency transitions. Additionally, it is important to determine if education, training, and dissemination of telepractice literature can address the stakeholder limitations observed and reverse the damage done to their perceptions of telepractice during this time.