PURPOSE School-based telefacilitators are critical yet underresearched members of telepractice programs. They are the face of the telepractice program and are often telepractice champions in their communities. However, we have little research explaining the typical profile of telefacilitators, making it more difficult to identify personnel characteristics that contribute to the implementation of sustainable telepractice programs. The purpose of this study was to describe the typical profile and preparation of school-based telefacilitators for physical, occupational, and speech therapy in the United States. METHOD A cross-sectional survey gathered 21 telefacilitator responses about their primary job title, preparation, confidence, and basic demographics. Survey recruitment followed an adaptive sampling method with three phases: stratified random sampling, purposive sampling, and targeted convenience sampling. Results were analyzed using frequency counts and descriptive statistics where appropriate. RESULTS Most respondents held the primary job title of paraprofessional, but a diverse range of titles were reported, including superintendents and directors of special education. Half of the respondents received various methods of formal training for the role, whereas the other half were self-taught. Overall levels of confidence in job performance were high, yet self-taught telefacilitators felt that lack of training negatively impacted their performance. Most respondents had a bachelor's degree or higher. CONCLUSIONS There is a high degree of variability in the profile and preparation of telefacilitators. Inconsistency in terminology and lack of agreed-upon job responsibilities are significant barriers to studying the role of telefacilitators and the ability to plan telepractice staffing needs adequately. Clinical implications and opportunities for future investigation are highlighted. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.27115216.

中文翻译：

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解锁见解：探索学校远程辅导员的概况。


目的 学校的远程辅导员是远程实践计划中的关键但研究不足的成员。他们是远程实践计划的代言人，并且通常是他们所在社区的远程实践冠军。然而，我们几乎没有研究来解释远程辅导员的典型特征，这使得确定有助于实施可持续远程实践计划的人员特征变得更加困难。本研究的目的是描述美国学校远程辅导员进行物理、职业和言语治疗的典型概况和准备工作。方法 一项横断面调查收集了 21 名远程主持人关于他们的主要职位、准备、信心和基本人口统计数据的回复。调查招募遵循自适应抽样方法，分为三个阶段：分层随机抽样、有目的抽样和有针对性的便利抽样。在适当的情况下使用频率计数和描述性统计来分析结果。结果 大多数受访者的主要职称是辅助专业人员，但报告的职称多种多样，包括特殊教育总监和主任。一半的受访者接受了各种形式的正式培训，而另一半则是自学成才的。对工作绩效的总体信心水平很高，但自学成才的远程辅导员认为缺乏培训对他们的绩效产生了负面影响。大多数受访者拥有学士学位或更高学位。结论 远程引导者的概况和准备存在高度可变性。 术语的不一致和缺乏商定的工作职责是研究远程培训师的作用和充分规划远程诊所人员需求的能力的重大障碍。重点介绍了临床意义和未来研究的机会。补充材料 https://doi.org/10.23641/asha.27115216。