Jan 29 / Guest blogger and occupational therapist, Jessica Savka, MOT, OTR/L, CPAM

Overcoming Telehealth Challenges in the School Setting

Welcome to guest blogger and OT Jessica Savka OTD, OTR/L

When I first graduated with a master’s in occupational therapy, I never thought I would be working from home as an occupational therapist. Then, the COVID-19 pandemic happened and as a school-based OT, I quickly shifted into the telehealth world, learning laws and regulations, best practices, and engaging students over a computer screen. Fast forward three years, the evidence supporting telehealth has increased, challenges were identified, and occupational therapy practitioners are more prepared to engage in the telehealth in the school setting.
Empty space, drag to resize
Keep reading to learn:
  • Why obtaining training in telehealth is important for OT practitioners
  • Strategies that can promote equity in telehealth
  • How to determine when telehealth is appropriate
Empty space, drag to resize
Let me review two common challenges identified related to telehealth and how to overcome them in the school-based setting.

Quality of services

Skees Hermes et al., (2021) surveyed occupational therapy practitioners identifying telehealth barriers. The results identified quality concerns by 39.6% of practitioners surveyed, and 49% reported training in telehealth services as a barrier. This included training in the telehealth setting and providing physical contact. So what are occupational therapy practitioners doing to overcome these concerns?

Training

American Occupational Therapy Association, (2021) states occupational therapy practitioners should develop competence in software programs and web-based systems, review evidence-based practice, and understand state regulations required for telehealth occupational therapy services.

 Physical contact

Dahl-Popolizio et al., (2020) identifies a common theme that telehealth is not beneficial for all clients and is dependent on more of a coaching caregiver model than direct intervention. OT practitioners need to evaluate the appropriateness of telehealth services for their clients as they are not appropriate for all populations and diagnoses.

Current evidence supports the use of an E-Helper. An e-helper can be a parent, caregiver, paraprofessional, and is someone who can assist with therapy sessions, provide physical assistance, and increase attention during therapy sessions (Telehealth specialists, n.d.).

The e-helper can assist with evaluations and interventions. As an occupational therapy practitioner, it is beneficial to educate the e-helper prior to the session on the expectations of their assistance to ensure the best practice through telehealth (American Occupational Therapy Association, 2021).

Limited access to technology

Technology was identified as a barrier by 44% of occupational therapy practitioners in a survey completed by Skees Hermes et al., (2021). This could be the occupational therapy practitioner's education and skill level with technology, internet connection, or a student's access to technology in the home setting. 

 Access to technology: 

The American Occupational Therapy Association (2021) identifies the difference between equality and equity. Equity is ensuring each student has access to the same opportunities while equality ensure access to the same materials. Occupational therapy practitioners understand that equality is not going to provide the same outcome for each student. Therefore we need to ensure equity to all students with access to technology. Providing hotspots to improve internet connection, seeking adapted resources for increased use of the mouse, typing or keyboard.

Occupational therapy practitioners need to understand the barriers of telehealth to guide future research and implementation of telehealth services.

References

American Occupational Therapy Association (2021). Telehealth and occupational therapy in schools. American Occupational Therapy Association, Inc.


Dahl-Popolizio, S., Carpenter, H., Coronado, M., Popolizio, N. J., & Swanson, C. (2020). Telehealth for the provision of occupational therapy: Reflections on experiences curing the COVID-19 pandemic. International Journal of Telerehabilitation, 12(2), 77-92. https://doi.org/10.5195/ijt.2020.6328


Skees Hermes, S., Rauen, J., & O’Brien, S. (2021). Perceptions of school-based telehealth in a rural state: Moving forward after COVID-19. International Journal of Telerehabilitation, 13(1). https://doi.org/10.5195/ijt.2021.6370


Telehealth specialists (n.d.). The E-helper’s role in teletherapy services. Retrieved January 8, 2025 from https://telehealthspecialists.com/roles-e-helper-teletherapist-teletherapy/


Conclusion

Guest Writer

Jessica Savka is an occupational therapist with 10 years of experience from the Pittsburgh, Pennsylvania area. Her career spans multiple settings, showcasing a broad range of skills as an occupational therapist. She holds a Master’s Degree in Occupational Therapy from Saint Francis University in Loretto, Pennsylvania, and a Post-Professional Occupational Therapy Degree from The University of St. Augustine School for Health Sciences.

Her professional journey began in early intervention and outpatient pediatrics, followed by four years in acute care and inpatient rehabilitation. Jessica then gained four years of experience in a brick-and-mortar school setting, specializing in sensory integration, autism, and multiple disabilities. Currently, she works as an occupational therapist at a cyber school, performing evaluations and treatments through telehealth.

With a strong passion for learning and advancing skills in the emerging field of telehealth, Jessica is dedicated to sharing her expertise with other occupational therapy practitioners. 

Tackle telehealth

If you want to dive deeper into the best practices for school-based telehealth, Jessica's course covers key strategies for overcoming common challenges, ensuring quality services, and promoting equity in access to technology. Learn how to effectively implement telehealth in your OT practice

Bridging the Gap: School-Based OT Meets Telehealth
debuts Tuesday, February 11, 2025 at 8 pm Eastern
check out Aspire OT's Live webinars
We host monthly live webinars with a variety of topics. All taught by OTs and OTAs just for you!
standing woman holding another woman's arm

Aspire OT is a different kind of CEU company, owned by an OT & OTA. 

photo of diverse women and men with arms crossed and smiling
Created by OT practitioners JUST for  OT practitioners, our occupational therapy continuing education CEU courses allow you to advance your skills and help your clients.

Choosing Aspire OT for your CEU needs means you are supporting other OT and OTA instructors as well as our partner occupational therapy state associations.  

Aspire OT was created to provide exceptional evidence-based CEs at reasonable prices designed to meet the needs of occupational therapists and occupational therapy assistants in everyday practice.
check it out

All Access Subscription

12 months access to AOTA approved self-paced courses, live webinars, panel discussions and forums.  Plus easy access to our Straight to Work Handouts.
Wooden fence rail with word "Together" carved into it

Check out our upcoming webinars!

Want more?

Our CEU courses will provide you with practical strategies you can take straight to your OT practice. 

Don't Miss A Thing!

Follow us on social media to stay up to date on all of our latest postings.

Join our newsletter

Get weekly updates on new blog posts, webinars, on-demand courses and more right in your mailbox.
Thank you!