Supporting Teletherapy at Home: Research-Based Parent Tips, Home Setup Strategies, and Remote Speech Therapy

When schools and clinics shifted to online in 2020, many families had their first exposure to speech therapy over a screen. For some, telepractice felt convenient and effective. For others, it was overwhelming: Wi-Fi issues, distracted kids, and the constant pressure on parents to “do more” at home.

Today, teletherapy is no longer an emergency workaround. It is a mainstream service delivery model recognized and endorsed by the American Speech-Language-Hearing Association (ASHA) when it meets the same standards of care as in-person treatment (ASHA Practice Portal: Telepractice).

That shift makes one question central for both parents and clinicians:

How can we best support teletherapy at home so that children actually make progress?

This article discusses top research on telepractice in speech-language pathology, explains how interventions were conducted, and translates the findings into practical parent teletherapy tips, home setup for speech therapy strategies, and remote speech help that are both practical and evidence-based.

Teletherapy in Speech-Language Pathology: What the Research Shows

What is Telepractice?

ASHA defines telepractice as the application of telecommunications technology to deliver professional services at a distance by linking clinician to client or clinician to clinician for assessment, intervention, and/or consultation (ASHA, Telepractice).

For speech-language therapy, this usually means:

• A live, synchronous video session (e.g., Zoom-type platform)
• An SLP delivering treatment in real time
• A child, often at home, sometimes in school
• A parent, caregiver, or support staff member who may help with behavior, materials, or technology

ASHA’s Telepractice Portal emphasizes that telepractice should be of equal quality to services provided in person and consistent with ASHA standards and applicable laws, rather than a lesser substitute.

Is Teletherapy as Effective as In-Person Services?

A growing body of research suggests that for certain populations and goals, telepractice can be comparable to in-person therapy when:

• Technology is stable
• The clinician is trained in telepractice
• Caregivers or on-site facilitators are engaged and prepared

Below, we examine several core research areas, spell out exactly how interventions were delivered, and highlight what this means for supporting teletherapy at home.

Telepractice for School-Age Children with Speech Sound Disorders

A commonly cited line of research on speech sound disorders (SSDs) delivered via telehealth comes from school-based studies showing that children can improve speech sound production with remote treatment under carefully structured conditions. One example is Grogan-Johnson et al. (2011), “A Pilot Exploration of Speech Sound Disorder Intervention Delivered by Telehealth to School–Age Children”

Intervention:

• Participants: School-age students (kindergarten through sixth grade) with speech sound disorders receiving services in a rural public school setting.
• Service delivery: Speech therapy provided either by live interactive videoconferencing (telehealth), or conventional intervention.

• Technology/materials: The telehealth model included videoconferencing with shared access to computer-based intervention materials.
• Measurement: Progress was measured with pre- and post-intervention scores on the Goldman-Fristoe Test of Articulation-2 (GFTA-2) and other service-delivery outcomes (including IEP goal mastery).

The study reported that:

• Students in both service delivery models made significant improvements in speech sound production (using pre/post GFTA-2 scores).
• Students in the telehealth condition demonstrated greater mastery of IEP goals in this pilot sample.
• Live interactive videoconferencing appeared effective in the school setting.

Implications for Home Teletherapy

While the study was school-based, its structure mirrors what many families can create at home:

• An adult facilitator (at school, a support person; at home, a parent/caregiver)
• A quiet environment with stable internet connection
• Access to materials prepared by the SLP

The findings support that remote speech help for speech sound disorders can be effective when the “home side of the screen” is structured and supported—especially for attention, materials, and technology management.

‍Lidcombe Program via Telehealth for Preschool Stuttering

The Lidcombe Program is a well-established, parent-implemented behavioral treatment for preschool children who stutter. Telepractice adaptations have been studied and reported. One detailed example: O’Brian et al. (2014), “Webcam delivery of the Lidcombe Program for early stuttering: a Phase I clinical trial” (Journal of Speech, Language, and Hearing Research).

Intervention:

• Participants: 3 preschool children who stuttered and their parents.
• Intervention: The standard Lidcombe Program, which involves parents delivering verbal contingencies (specific praise and feedback) on the child’s speech during everyday conversations and SLP coaching parents weekly and adjusting procedures as needed

• Telehealth delivery: Assessment and treatment delivered via webcam in participants’ homes.
• Session procedures: SLP observed parent–child interaction through video, provided coaching, and adjusted targets

• Outcomes included percent syllables stuttered and parent severity ratings

The study outcomes:

• After 6 months of intervention, all children were stuttering below 1.0% syllables stuttered.
• The webcam model was effective and practical for parents, with occasional audiovisual problems.

Implications for Parents at Home

• A parent-implemented program can be taught and monitored via telehealth.
• Parent training, ongoing coaching from the SLP, and consistent practice are keys to successful therapy.

Telepractice for Children with Language and Literacy Difficulties

While the evidence base for online language intervention is evolving, systematic reviews have examined whether telehealth-delivered speech-language interventions can produce similar outcomes to in-person services in  school-age children. One example is Wales, Skinner, & Hayman (2017), “The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review” (International Journal of Telerehabilitation).

Wales et al. reviewed studies involving:

• Speech and/or language intervention delivered via telehealth
• Comparisons with in-person delivery in school-age children

Across the included studies, Wales et al. concluded:

• Telehealth and in-person participants made significant and similar improvements on most outcome measures examined, although more rigorous study designs were needed.

What This Means for Home Language Teletherapy

Remote speech therapy for language and literacy is most successful when sessions are structured, consistent, and supported at home. Teletherapy should align as closely as possible with established, evidence-informed intervention structures and measurement practices.

How Home Environment and Parent Roles Help in Teletherapy

Teletherapy works best when "the home side of the screen" is prepared, consistent, and actively engaged; therefore, physical environment is crucial. Intervention studies assume a quiet arrangement, minimal distractions, and easy access to materials. Parents can use the following strategies to replicate that at home:

• Quiet, defined space: separate from TVs, siblings playing, or household traffic whenever possible. This mirrors clinic setups using designated spaces with limited distractions.

• Stable device positioning: use a laptop, tablet stand, or stable surface. Camera should show the child’s face and upper body, which supports observation for speech and language.

• Reliable audio: use headphones with a built-in microphone when possible to reduce background noise. Poor audio can undermine accurate clinician judgment and feedback.

• Easy access to materials: keep any printed worksheets, toys, or books requested by the SLP in one place near the work area. In many telepractice models, an on-site adult is responsible for materials; at home, parents often step into that role.

Parent Roles During Teletherapy:

Research on telehealth emphasizes caregiver roles as central to effective interventions.

‍At home, parents can act as behavioral support and co-regulator:

• Remain nearby, especially for younger children.
• Gently redirect attention (“Look at Ms. Rivera’s mouth,” “It’s time to say the word again.”).
• Provide short breaks as needed to prevent burnout.

Serve as a practice partner:

• Parents can practice target sounds, words, or sentences during daily routines, and as directed by an SLP.
• SLPs can assign specific home practice and show parents how to complete it.

Provide data and feedback

• Keep brief logs: “Today we did 5 minutes of /r/ words after dinner.”
• Share notes and performance updates at the start of each session.
• Use SLP-provided rating scales where appropriate.

Practical, Research-Supported Guidance for Supporting Teletherapy at Home

Based on the research reviewed and ASHA’s telepractice guidance, the following strategies represent evidence-aligned best practices for both SLPs and families.

Before Teletherapy Starts: Set Up for Success

Parents should stay informed on the goal and can ask:

• What are the specific session goals?
• What does success look like over 3–6 months?
• What is my role during and between sessions?

Create a consistent therapy location:

• Choose one or two regular locations for sessions and practice.
• Arrange seating so the child can sit upright facing the screen.
• Check lighting so the child’s face is clearly visible.

Test technology in advance

• Run a mock call to confirm internet connection.
• Check camera angle and microphone clarity.

SLPs should conduct a telepractice suitability screening and determine whether telepractice is appropriate. Consider:

• Child’s age, attention, and behavior profile
• Severity and complexity of communication needs
• Available caregiver support and technology

Provide clear written guidelines to families and include:

• Session schedule and expectations
• Required materials

During Teletherapy Sessions: Structure and Strategy

Across the telehealth literature summarized above, successful sessions share common structure:

• Check-in (3–5 minutes): parent/child report: changes, homework completion, concerns. Review ratings/logs where applicable

• Warm-up (5 minutes): easy targets at a mastered or near-mastered level

• Core Treatment (15–25 minutes): focus on a specific measurable target with high-frequency practice and feedback

• Generalization (5–10 minutes): practice in more natural contexts: conversation, reading, play

• Review and Homework Planning (5 minutes): summarize performance and assign specific home tasks

Integrate Parents Actively

• SLPs should teach and model skills in real time, then observe parents applying them and provide coaching.
• Parents should practice the strategy during and between sessions.

Between Sessions: Evidence-Informed Home Practice

• Follow explicit, SLP-provided practice plans: specific targets, duration/frequency, simple tracking method

• Embed practice into existing routines: brief, predictable practice moments (e.g., after dinner, before bath)

• Use SLP-approved prompts: use the strategies and phrasing the SLP taught to maintain fidelity

In-Person vs. Online Speech Therapy: What Research and Practice Tell Us

Research and clinical guidance from ASHA indicate that both in-person therapy and telepractice can be effective when delivered appropriately. The key factor is matching the service delivery model to the child’s needs, family setup, and therapy goals.

When Teletherapy Is a Strong Option

• The child has mild to moderate speech sound disorder, stuttering, or language deficits
• The family has stable internet, a quiet space, and an engaged caregiver
• Parents can play an active role, consistent with parent-coaching models

When In-Person May Be Preferable

Telepractice may be less appropriate if:

• Severe behavior or regulation challenges that are difficult to manage at home
• There are significant sensory or motor needs that require hands-on intervention
• Technology is unreliable or cannot support adequate audio/video quality and privacy

Implementation Tips: Turning Research into Daily Practice

Parent Teletherapy Tips

• Set a routine and honor it: treat sessions as appointments, not optional extras

• Prepare your child emotionally and physically: snack/restroom before sessions. Brief, predictable pre-session routine

• Minimize competing demands: turn off TVs and silence other devices. Reduce sibling interruptions when possible

• Ask for feedback and  clarity: “What is one thing I can focus on this week to help?”. Ask for modeling of strategies you’re unsure about

• Watch for signs of progress and share them: note real-life carryover and note it during your next session with a speech therapist.

Structuring Telepractice for Home Success that SLPs Can Use

• Build parent coaching into every session: explain, model, observe, feedback

• Use clear, objective measures: use measures parents can understand and sometimes help collect

• Plan teletherapy-specific contingencies: backup contact method for tech failures. Low-tech options if bandwidth drops

• Document caregiver involvement: note whether key components (including parent roles) were implemented

Final Takeaway: Making Remote Speech Therapy Work at Home

The research summarized here—spanning speech sound disorders, stuttering, and broader telehealth-delivered speech-language intervention—points to a consistent conclusion: teletherapy can be effective and evidence-based when it is delivered with the same rigor as in-person therapy, and when the home environment is prepared and parents are actively engaged.

Key points for families and clinicians:

• Home setup for speech therapy matters.
• Parent roles are crucial, not optional.
• Teletherapy should be structured and measured.
• In-person vs. online is not all-or-nothing; appropriateness depends on the child’s profile, technology access, and family capacity.

For parents, the most powerful step is to move from “observer” to partner—building a supportive routine at home, practicing targeted skills between sessions, and collaborating closely with your SLP.

For clinicians, carefully designed, research-aligned telepractice combined with systematic parent coaching can make remote speech help not just convenient, but genuinely transformative.

References

ASHA Practice Portal. Telepractice. American Speech-Language-Hearing Association.
https://www.asha.org/practice-portal/professional-issues/telepractice/

Grogan-Johnson S, Gabel RM, Taylor J, Rowan LE, Alvares R, Schenker J. (2011). A Pilot Exploration of Speech Sound Disorder Intervention Delivered by Telehealth to School–Age Children. International Journal of Telerehabilitation, 3(1), 31–42. (PMCID: PMC4296798; PMID: 25945180)
https://pmc.ncbi.nlm.nih.gov/articles/PMC4296798/

O’Brian S, Smith K, Onslow M. (2014). Webcam delivery of the Lidcombe Program for early stuttering: a Phase I clinical trial. Journal of Speech, Language, and Hearing Research, 57(3), 825–830. (PMID: 24686834)
https://pubmed.ncbi.nlm.nih.gov/24686834/

Wales D, Skinner L, Hayman M. (2017). The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review. International Journal of Telerehabilitation. (PMID: 28814995; PMCID: PMC5546562)
https://pubmed.ncbi.nlm.nih.gov/28814995/

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