Virtual speech therapyfor Texasschool teams.

Choose the service model thoughtfully

Telepractice uses communication technology to connect the clinician with the people receiving services. It may support direct speech-language work, consultation, team collaboration or other agreed services. Whether it is suitable depends on the person, service, setting and available support. ASHA provides guidance on evaluating telepractice suitability.

Plan the campus side of the session

A virtual service arrangement still needs a clear school plan. Before scheduling, AU and the school discuss where sessions will take place, the technology available, who will support student access when needed and how staff will communicate with the clinician. The plan also addresses documentation and what happens if a session cannot proceed.

• A suitable space and functioning audio/video setup
• Access to the agreed communication tools and materials
• Defined on-site assistance when needed
• A schedule that fits student and campus routines
• A process for coordination, documentation and follow-up

Virtual and hybrid coverage

A district may request virtual therapy coverage, consultation, AAC support or ARD/IEP participation. A hybrid arrangement combines agreed on-site and remote responsibilities. Some evaluation or service requests may require an in-person component. AU reviews each assignment before confirming the delivery model.

Describe the need before choosing the schedule

Include the school location, student age groups, type of service, requested days or hours and preferred start date. If you already have an on-site professional or facilitator, explain that role. These details help AU discuss a workable scope and current availability.