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Chung H, Baik K, Cheon J, Kim YT, Yim D. Children's communication repair strategies: Online versus face-to-face interaction. JOURNAL OF COMMUNICATION DISORDERS 2024; 108:106406. [PMID: 38320390 DOI: 10.1016/j.jcomdis.2024.106406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 01/08/2024] [Accepted: 01/19/2024] [Indexed: 02/08/2024]
Abstract
INTRODUCTION One's ability to repair communication breakdown is an important pragmatic language skill. The present study examined children's communication repair strategies between online and face-to-face interactions using a reading comprehension task designed to probe for persistent clarification requests. METHODS 4-6-year-old typically developing children (Age: M = 5.5years) completed a communication repair task. Online group (n = 17) completed the task online, face-to-face group(n = 22) met researchers in person. Children's responses were then categorized into verbal strategies, supplementary strategies, and nonresponses. RESULTS Our results showed that children can effectively employ repair strategies when a communication breakdown occurs, regardless of the communication setting in response to a series of clarification requests. However, types and patterns of communication repair strategies varied between online and face-to-face interactions. Children in online interaction showed higher use of repetition and suprasegmental strategies than did their face-to-face peers. In contrast, children in face-to-face interaction demonstrated more frequent use of revision and addition. Also, we examined the relationship between repair strategy and children's language skills. The results showed that children with better language skills used more addition, which is a more complex strategy than suprasegmental and nonresponse, and tried to use repair strategies effectively in an attempt to repair their statements as clarification requests proceeded. CONCLUSION It is important to understand different trends of pragmatic skills of children across online and face-to-face interaction. Guidance on the effective strategy to repair communication breakdowns depending on the different contexts needs to be considered for the successful use of online learning and telepractice.
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Affiliation(s)
- Haeun Chung
- Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea
| | - Kyungrang Baik
- Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea
| | - Jihye Cheon
- Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea
| | - Young Tae Kim
- Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea
| | - Dongsun Yim
- Ewha Womans University, 52 Ewhayeodae-gil, Seodamun-gu, Seoul 03760, South Korea.
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2
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Berger E, Mackie G, Reupert A, Greenfeld D, Allen KA, May F, Wurf G, Summers D, Morris Z. The Experiences of Australian School Mental Health Professionals during COVID-19 Lockdowns. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1157. [PMID: 37508654 PMCID: PMC10378528 DOI: 10.3390/children10071157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Revised: 06/26/2023] [Accepted: 06/30/2023] [Indexed: 07/30/2023]
Abstract
Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students' access to school mental health professionals were restricted or modified. The aim of this paper was to identify how school mental health professionals supported and addressed the mental health needs of young people during COVID-19 restrictions in Australia. School mental health professionals were surveyed during the 2020 lockdowns using a questionnaire designed by researchers in the United States of America. The innovations school mental health staff adopted to support students during lockdowns and remote learning were presented, including telehealth services, digital resources, and the online training and support they received/provided. The barriers and facilitators to providing counselling and assessment services during lockdowns were identified, including issues with providing psychometric assessments during remote learning, and ethical concerns when delivering remote counselling to students. Recommendations have been included, which address how school mental health professionals could be supported to assess and treat young people during future pandemics and school restrictions.
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Affiliation(s)
- Emily Berger
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC 3800, Australia
| | - Grace Mackie
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
| | - Andrea Reupert
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
| | - Daliya Greenfeld
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
| | - Kelly-Ann Allen
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
- Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC 3010, Australia
| | - Fiona May
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
| | - Gerald Wurf
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
| | - Dianne Summers
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
| | - Zoe Morris
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC 3800, Australia
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3
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Mulligan CA, Ayoub JL. Remote Assessment: Origins, Benefits, and Concerns. J Intell 2023; 11:114. [PMID: 37367516 DOI: 10.3390/jintelligence11060114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Revised: 06/07/2023] [Accepted: 06/07/2023] [Indexed: 06/28/2023] Open
Abstract
Although guidelines surrounding COVID-19 have relaxed and school-aged students are no longer required to wear masks and social distance in schools, we have become, as a nation and as a society, more comfortable working from home, learning online, and using technology as a platform to communicate ubiquitously across ecological environments. In the school psychology community, we have also become more familiar with assessing students virtually, but at what cost? While there is research suggesting score equivalency between virtual and in-person assessment, score equivalency alone is not sufficient to validate a measure or an adaptation thereof. Furthermore, the majority of psychological measures on the market are normed for in-person administration. In this paper, we will not only review the pitfalls of reliability and validity but will also unpack the ethics of remote assessment as an equitable practice.
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Affiliation(s)
- Christy A Mulligan
- Derner School of Psychology, Adelphi University, 1 South Avenue, Garden City, NY 11530, USA
| | - Justin L Ayoub
- Nassau BOCES, 71 Clinton Road P.O. Box 9195, Garden City, NY 11530, USA
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Sims WA, Yu R, Zahn D. Special Education Evaluation Considerations in a Post-pandemic Era. CONTEMPORARY SCHOOL PSYCHOLOGY 2023:1-8. [PMID: 37359144 PMCID: PMC10211282 DOI: 10.1007/s40688-023-00468-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/14/2023] [Indexed: 06/28/2023]
Abstract
While disruptions to typical education, special education, and psycho-educational service delivery practices in response to the COVID-19 pandemic have dissipated, their impact magnified educational systems' overreliance on evaluations to determine eligibility for special education and related services. Given that the potential for future disruptions is now ever-present, it is imperative that service providers learn from these recent experiences to improve typical policies, procedures, and practices under normal service delivery circumstances as well as to respond efficiently and effectively to any future disruptions, should they arise. To this end, this work presents several reminders and considerations for multidisciplinary teams related to assessment, testing, special education evaluations, and closely related processes exacerbated by the COVID-19 pandemic.
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Affiliation(s)
- Wesley A. Sims
- School of Education, University of California, Riverside, CA 92521 USA
| | - Rondy Yu
- School of Education, University of California, Riverside, CA 92521 USA
| | - Danielle Zahn
- School of Education, University of California, Riverside, CA 92521 USA
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5
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The impact of the COVID‐19 pandemic on school psychology internship outcomes. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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6
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Maki KE, Kranzler JH, Wheeler JM. Ethical Dilemmas in School Psychology: Which Dilemmas Are Most Prevalent Today and How Well Prepared Are School Psychologists to Face Them? SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2125338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/10/2022]
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7
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Chavira DA, Ponting C, Ramos G. The impact of COVID-19 on child and adolescent mental health and treatment considerations. Behav Res Ther 2022; 157:104169. [PMID: 35970084 PMCID: PMC9339162 DOI: 10.1016/j.brat.2022.104169] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 07/14/2022] [Accepted: 07/22/2022] [Indexed: 12/15/2022]
Affiliation(s)
- Denise A. Chavira
- University of California Los Angeles, Department of Psychology, USA,Corresponding author. 1285 Franz Hall, PO Box 951563, Los Angeles, CA 90095, USA
| | - Carolyn Ponting
- University of California Los Angeles, Department of Psychology, USA,University of California San Francisco, Department of Psychiatry and Biobehavioral Sciences, USA
| | - Giovanni Ramos
- University of California Los Angeles, Department of Psychology, USA
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8
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Equivalency of In-Person Versus Remote Assessment: WISC-V and KTEA-3 Performance in Clinically Referred Children and Adolescents. J Int Neuropsychol Soc 2022; 28:835-844. [PMID: 34569463 PMCID: PMC9026666 DOI: 10.1017/s1355617721001053] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
OBJECTIVE Teletesting has the potential to reduce numerous barriers to patient care which have only become exacerbated during the COVID-19 pandemic. Although telehealth is commonly utilized throughout medicine and mental health practices, teletesting has remained limited within cognitive and academic evaluations. This may be largely due to concern for the validity of test administration via remote assessment. This cross-sectional study examined the equivalency of cognitive [Wechsler Intelligence Scales for Children - Fifth Edition (WISC-V)] and academic [Kaufman Test of Educational Achievement - Third Edition (KTEA-3)] subtests administered via either teletesting or traditional in-person testing within clinically referred youth. METHOD Chart review using a retrospective, cross-sectional design included a total of 893 children and adolescents, ranging from 4 to 17 years (Mean age = 10.2 years, SD = 2.9 years) who were administered at least one subtest from the aforementioned cognitive or academic assessments. Of these, 285 received teletesting, with the remaining (n = 608) receiving in-person assessment. A total of seven subtests (five from the WISC-V and two from the KTEA-3) were examined. A series of inverse probability of exposure weighted (IPEW) linear regression models examined differences between groups for each of the seven subtests after adjustment for numerous demographic, diagnostic, and parent-reported symptom variables. RESULTS Only two significant differences were found, such that WISC-V Visual Puzzles (p < .01) and KTEA-3 Math Concepts (p = .03) scores were slightly higher in the teletesting versus in-person groups. However, these differences were quite small in magnitude (WISC-V Visual Puzzles, d = .33, KTEA-3 Math Concepts, d = .18). CONCLUSIONS Findings indicate equivalency across methods of service delivery without clinically meaningful differences in scores among referred pediatric patients.
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9
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Nelson NW, Plante E. Evaluating the Equivalence of Telepractice and Traditional Administration of the Test of Integrated Language and Literacy Skills. Lang Speech Hear Serv Sch 2022; 53:376-390. [PMID: 35333543 DOI: 10.1044/2022_lshss-21-00056] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE This study evaluated the equivalence of the Test of Integrated Language and Literacy Skills (TILLS) when administrated via telepractice (Tele-TILLS) and face-to-face methods. METHOD Participants were 51 children and adolescents in three age bands, ages 6-7 years (n = 9), 8-11 years (n = 21), and 12-18 years (n = 21). Data were gathered by 25 volunteer examiners who assessed the same participants twice within a 2- to 4-week period, using Tele-TILLS and traditional methods in randomly selected, counterbalanced order. RESULTS Evaluation of identification equivalence showed 96% agreement between methods (49 of 51 decisions), with 39 agreements of no disorder, 10 agreements of yes disorder, and two disagreements (yes disorder for Tele-TILLS and no disorder for traditional). Partial correlations, controlled for test order, showed moderate to high agreement between all composite and subtest scores, except Nonword Repetition. Scoring by examiners and the first author showed high interrater agreement. No differences between Nonword Repetition scores were found for students who wore headsets (n = 12), whereas differences were found for those who did not (n = 34). CONCLUSIONS This study provided preliminary evidence that Tele-TILLS results can be equivalent to traditional TILLS, supporting its validity for identifying language/literacy disorder and interpreting profiles. The small, highly homogeneous sample with well-educated parents limits generalizability to the broader population. Caution is warranted when testing 6- to 7-year-old students for whom Nonword Repetition is part of the Identification Core score. Suggestions are provided for optimizing technological setup, preparing facilitators, and making minor modifications in subtest administration.
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Affiliation(s)
- Nickola Wolf Nelson
- Department of Speech, Language and Hearing Sciences, Western Michigan University, Kalamazoo
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
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10
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Womack TA, Monteiro EM. Special education staff well-being and the effectiveness of remote services during the COVID-19 pandemic. PSYCHOLOGY IN THE SCHOOLS 2022; 60:PITS22702. [PMID: 35572174 PMCID: PMC9088377 DOI: 10.1002/pits.22702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 12/17/2021] [Accepted: 03/26/2022] [Indexed: 11/18/2022]
Abstract
Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID-19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web-based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well-being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self-efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.
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Affiliation(s)
- Tyler A. Womack
- Department of Graduate School of EducationUniversity of California RiversideRiversideCaliforniaUSA
| | - Elissa M. Monteiro
- Department of Graduate School of EducationUniversity of California RiversideRiversideCaliforniaUSA
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11
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Hodge MA, Chan E, Sutherland R, Ong N, Bale G, Cramsie J, Drevensek S, Silove N. Tele-Assessments in Rural and Remote Schools – Perspectives of Support Teachers. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829211059640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Tele-assessments may enable specialist evaluation of students in schools and their progress following intervention. The aim of this project was to evaluate the feasibility of using videoconferencing technology to assess students with reading difficulties in the school setting and obtain the perspectives of teachers supporting the students during the assessment. Teachers ( n = 57) of 71 primary school age students participated in the study. Teachers provided feedback on the tele-assessment by completing questionnaires about students’ behaviours and the quality of the technology and assessment process. Randomly selected teachers ( n = 24) were invited to participate in a semi-structured interview to provide qualitative feedback. Tele-assessments were completed in 93.4% of the sample. Support teachers reported satisfaction with the audio and visual quality as well as the assessment process. The majority of students completed the tele-assessment with good compliance, engagement and attention. Feedback from support teachers also reflected the strengths of tele-assessments, such as better access to service, cost saving and convenience. Barriers to tele-assessments included technical difficulties, assessment limitations and equipment issues at schools. Tele-assessment is a feasible method of objectively measuring outcomes of students following an intervention. Tele-assessment at school is largely accepted by teachers who supported students in this study. Feedback obtained from this research may be used to offer guidance on undertaking tele-assessments with students in the school setting.
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Affiliation(s)
| | - Esther Chan
- The Children’s Hospital at Westmead, Westmead, Australia
| | - Rebecca Sutherland
- The Children’s Hospital at Westmead, Westmead, Australia
- University of Canberra, Canberra, Australia
| | - Natalie Ong
- The Children’s Hospital at Westmead, Westmead, Australia
- University of Sydney, Sydney, Australia
| | - Gillian Bale
- New South Wales Department of Education, Sydney, Australia
| | - Jane Cramsie
- The Children’s Hospital at Westmead, Westmead, Australia
| | - Suzi Drevensek
- The Children’s Hospital at Westmead, Westmead, Australia
| | - Natalie Silove
- The Children’s Hospital at Westmead, Westmead, Australia
- University of Sydney, Sydney, Australia
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12
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Corcoran S. Q-interactive: Training Implications for Accuracy and Technology Integration. CONTEMPORARY SCHOOL PSYCHOLOGY 2022; 26:90-99. [PMID: 33680570 PMCID: PMC7919628 DOI: 10.1007/s40688-021-00368-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 02/15/2021] [Indexed: 11/27/2022]
Abstract
With the iPad-mediated cognitive assessment gaining popularity with school districts and the need for alternative modes for training and instruction during this COVID-19 pandemic, school psychology training programs will need to adapt to effectively train their students to be competent in administering, scoring, an interpreting cognitive assessment instruments. This manuscript describes a mixed methods study of graduate students learning both the traditional and digital format (Q-interactive) of the WISC-V, with the goal of improving training methods and reducing administration and scoring errors. Results indicated that more errors are made on the traditional format than on the digital format, but the errors that did occur on the digital format were on subtests that require clinical acumen. Q-interactive did not reduce errors related to more complex judgments and nuanced scoring. The participating graduate students were surveyed regarding their perceptions of each format, and they revealed a majority preference for the digital format. Training implications are discussed, and specific suggestions provided for how training programs may respond to our current situation by integrating Q-interactive into their assessment courses.
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Affiliation(s)
- Stephanie Corcoran
- School of Education/Department of Curriculum and Instruction, University of Alabama at Birmingham, 1150 10th Ave South, Birmingham, AL 35294 USA
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13
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Vijayanand M, Raman V. Online Psychological Assessment for Children and Adolescents with Neurodevelopmental Disorders: Exploring New Avenues in Times of Social Distancing. Indian J Psychol Med 2022; 44:181-184. [PMID: 35655977 PMCID: PMC9120995 DOI: 10.1177/02537176211073877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Affiliation(s)
| | - Vijaya Raman
- Professor of Clinical Psychology, Department of Psychiatry, St. John's Medical College, Bangalore, India
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14
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Krach SK, Paskiewicz TL, Ballard SC, Howell JE, Botana SM. Meeting the COVID-19 Deadlines: Choosing Assessments to Determine Eligibility. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021; 39:50-73. [PMID: 34955592 PMCID: PMC8685591 DOI: 10.1177/0734282920969993] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Timely identification of children with disabilities is required by federal
special education law (Individuals with Disabilities Education Improvement Act,
20 U.S.C. § 1400, 2004). During COVID-19, school psychologists have been faced
with the challenge of completing valid, comprehensive, and diagnostic
assessments when traditional methods are not an option. Traditional methods of
testing have become nearly impossible due to social distancing requirements;
therefore, alternate methods need to be considered. These alternate methods may
be unfamiliar to the practitioner and/or lack validation to use with confidence.
This study offers a prospective guide to help practitioners make safe and valid
test selection and interpretation decisions during a pandemic. Examples of
assessments analyzed using this guide are provided for the reader. In addition,
a case study is provided as an example.
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15
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Krach SK, Paskiewicz TL, Monk MM. Testing Our Children When the World Shuts Down: Analyzing Recommendations for Adapted Tele-Assessment during COVID-19. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021; 38:923-941. [PMID: 34955591 PMCID: PMC8685593 DOI: 10.1177/0734282920962839] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
In 2017, the National Association of School Psychologists described
tele-assessment as the least researched area of telehealth. This became
problematic in 2020 when COVID-19 curtailed the administration of face-to-face
assessments. Publishers began to offer computer-adapted tele-assessment methods
for tests that had only previously been administered in person. Recommendations
for adapted tele-assessment practice had to be developed with little empirical
data. The current study analyzed recommendations from entities including
professional organizations, test publishers, and governmental offices. The
samples for each were small, but the findings were noteworthy. Test publishers
were unanimous in recommending the use of their face-to-face assessments through
adapted tele-assessment methods (either with or without caution). Governmental
agencies were more likely to recommend not using adapted tele-assessment methods
or to use these methods with caution. Finally, professional organizations were
almost unanimous in their recommendations to use adapted tele-assessment but to
do so with caution. In addition to deviations in the types of recommendations
provided, entities varied in how the information was distributed. About
one-fifth (23.5%) of all entities surveyed provided no recommendations at all.
About 45% of the remaining entities provided recommendations on their Web sites.
The rest provided information through shared documents, online toolkits,
peer-reviewed journals, and emails. Implications for the field of psychology’s
future crisis management planning are discussed in response to these
findings.
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Affiliation(s)
| | | | - Malaya M Monk
- Educational Psychology and Learning Systems, Florida State University, FL, USA
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16
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Song SY, Wang C, Espelage DL, Fenning PA, Jimerson SR. COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1975489] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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17
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Schaffer GE, Power EM, Fisk AK, Trolian TL. Beyond the four walls: The evolution of school psychological services during the COVID-19 outbreak. PSYCHOLOGY IN THE SCHOOLS 2021; 58:1246-1265. [PMID: 34149103 PMCID: PMC8206836 DOI: 10.1002/pits.22543] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2020] [Accepted: 04/15/2021] [Indexed: 12/31/2022]
Abstract
The emergence of the novel coronavirus disease (COVID-19) in early 2020 led to the sudden temporary closure of K-12 schools across the United States. Schools were tasked with providing remote instruction to students, and many of these children continued to require mental and behavioral health services provided by school psychologists. In this study, 675 school psychologists were surveyed across the United States to examine how their roles and responsibilities changed as a result of COVID-19. Participants reported the perceived impact of COVID-19 on students' mental health and difficulty serving students and families, as well as their concerns and recommendations pertaining to school reentry. Overall, respondents in this study reported that their roles and responsibilities notably changed because of COVID-19. Participants noted their belief that children and educators will need increased mental health support upon returning to school. Implications for future practice and research are discussed.
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Affiliation(s)
- Gary E. Schaffer
- Department of School Psychology and CounselingNiagara UniversityNiagaraNew YorkUSA
| | - Elizebeth M. Power
- Department of Educational and School PsychologyThe College of Saint RoseAlbanyNew YorkUSA
| | - Amy K. Fisk
- Department/Office of AccessibilitySUNY GeneseoGeneseoNew YorkUSA
| | - Teniell L. Trolian
- Department of Educational Policy and LeadershipSUNY AlbanyAlbanyNew YorkUSA
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18
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Shaw SR, Pecsi S. When is the evidence sufficiently supportive of real‐world application? Evidence‐based practices, open science, clinical readiness level. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Steven R. Shaw
- Educational and Counselling Psychology McGill University Montreal Quebec H3A 1Y2 Canada
| | - Sierra Pecsi
- Educational and Counselling Psychology McGill University Montreal Quebec H3A 1Y2 Canada
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19
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Goldenson J, Josefowitz N. Remote Forensic Psychological Assessment in Civil Cases: Considerations for Experts Assessing Harms from Early Life Abuse. PSYCHOLOGICAL INJURY & LAW 2021; 14:89-103. [PMID: 33758640 PMCID: PMC7970781 DOI: 10.1007/s12207-021-09404-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Accepted: 02/21/2021] [Indexed: 01/12/2023]
Abstract
The COVID-19 pandemic has brought to the fore the question of whether psycho-legal assessments can be executed remotely in a manner that adheres to the rigorous standards applied during in-person assessments. General guidelines have evolved, but to date, there are no explicit directives about whether and how to proceed. This paper reviews professional, ethical, and legal challenges that experts should consider before conducting such an evaluation remotely. Although the discussion is more widely applicable, remote forensic psychological assessment of adults alleging childhood abuse is used as an example throughout, due to the complexity of these cases, the ethical dilemmas they can present, and the need to carefully assess non-verbal trauma-related symptoms. The use of videoconferencing technology is considered in terms of potential benefits of this medium, as well as challenges this method could pose to aspects of interviewing and psychometric testing. The global pandemic is also considered with respect to its effects on functioning and mental health and the confounding impact such a crisis has on assessing the relationship between childhood abuse and current psychological functioning. Finally, for those evaluators who want to engage in remote assessment, practice considerations are discussed.
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Affiliation(s)
- Julie Goldenson
- Department of Applied Psychology and Human Behaviour, Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S1V6 Canada
| | - Nina Josefowitz
- Department of Applied Psychology and Human Behaviour, Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S1V6 Canada
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Ortiz A, Levine M. Operating a University Counseling and School Psychology Training Clinic in a Global Pandemic. CONTEMPORARY SCHOOL PSYCHOLOGY 2021; 26:570-584. [PMID: 33717642 PMCID: PMC7938874 DOI: 10.1007/s40688-021-00366-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/11/2021] [Indexed: 11/29/2022]
Abstract
The COVID-19 global pandemic has shaken the status quo including the way university counseling and assessment centers provide training to graduate students and psychological services to the community. The pandemic brought high levels of uncertainty and contradictory telehealth guidelines across organizations. Guidelines related to telehealth assessment services were especially challenging to navigate. Center directors worked collaboratively with faculty and campus leadership to follow best practices and mitigate training and service disruptions to the best of their ability. The tension created by the pandemic offered an opportunity for centers to challenge long-standing practices, experiment with new practices, and ultimately enhance their programs. This paper offers reflections on our experiences in following best practice guidelines for telehealth counseling and psychoeducational assessment service delivery within a university counseling and diagnostic training center. Training considerations for directors and faculty affiliated with counseling and diagnostic training centers are provided.
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Affiliation(s)
- Arlene Ortiz
- College of Education, California State University, 6000 J Street, MS 6079, Sacramento, CA 95819 USA
| | - Michael Levine
- College of Education, California State University, 6000 J Street, MS 6079, Sacramento, CA 95819 USA
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21
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Aspiranti KB, Henze EEC, Reynolds JL. Comparing Paper and Tablet Modalities of Math Assessment for Multiplication and Addition. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1844548] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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22
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When You Can't R.I.O.T., R.I.O.: Tele-assessment for School Psychologists. CONTEMPORARY SCHOOL PSYCHOLOGY 2020; 25:33-39. [PMID: 33133765 PMCID: PMC7583682 DOI: 10.1007/s40688-020-00326-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 10/07/2020] [Indexed: 11/16/2022]
Abstract
The acronym R.I.O.T., record review, interview, observation, and test, is a well-known tool for conceptualizing a comprehensive assessment. With COVID-19 and the need to provide school psychological services virtually, it is important to reconsider R.I.O.T. in light of the limitations of virtual assessment. We describe the limitations of virtual assessment and argue that in spite of these barriers, the first three elements of R.I.O.T., record review, interviews, and observations, when used systematically, can provide useful comprehensive assessment data. Specific recommendations are provided for implementing assessment virtually.
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