Engaging young children in speech and language therapy via videoconferencing

An estimated 9.92% of children meet contemporary diagnostic criteria for a language disorder (Norbury et al., 2016). Without intervention, children who have persistent language difficulties are more likely to encounter challenges in education and employment in later life (Conti-Ramsden et al., 2018). These problems can continue into adulthood and encompass reading, writing, focusing, thinking, calculating, communicating, mobility, self-care, education, employment and interpersonal relationships with acquaintances, family and authority figures (McCormack et al., 2009, 2011). Language difficulties affect children’s peer relationships, as they may not be able to be understood or understand what others are saying to them, which may cause difficulties with social interactions. The effects of language difficulties can increase the likelihood of mental illness and reduce quality of life (van den Bedem et al.,2018; Eadie et al., 2018). Childhood language difficulties are also associated with increased healthcare costs in childhood (Cronin et al., 2017). Identifying and addressing speech and language difficulties in early childhood is one proactive way to address the diverse implications of these difficulties. Everyday technologies, such as videoconferencing, afford opportunities to promote access to specialist services for the treatment of these difficulties. Four types of technologies are used for current telehealth practice. These range from technologies that enable synchronous (i.e. ‘real time’) interaction, asynchronous (sometimes referred to as ‘store and forward’) interaction, remote patient monitoring and mobile health. The chapter focuses on synchronous audio-visual communication technologies, which are best suited for the clinical treatment of young children (Mashima and Doarn, 2008; Wilson et al., 2002; Dunkley et al., 2010).