An Evaluation of the Effectiveness and Acceptability of Teleconsultation

Fischer, Aaron J.; Dart, Evan H.; Radley, Keith C.; Richardson, Dylan; Clark, Rebecca; Wimberly, Joy K.

doi:10.1080/10474412.2016.1235978

Cited by 45 publications

(11 citation statements)

References 19 publications

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“…Teleconsultation is a method that potentially meets these needs. When asked about the acceptability of teleconsultation, teachers who had engaged in teleconsultation, reported teleconsultation to be as, if not more, acceptable than face-to-face consultation based on completion of the Distance Communication Comfort Scale, Technology Acceptance Model Instrument-Fast Form (TAM-FF), the Behavior Intervention Rating Scale, and the Consultation Acceptability Rating Scale (Fischer et al 2016). Although Fischer and colleagues (2017) reported that teachers found teleconsultation to be acceptable, their study relied solely on teacher completion of surveys to assess acceptability, rather than directly asking teachers about their perceptions, opinions, beliefs, and attitudes (POBA) about teleconsultation.…”

mentioning

confidence: 99%

Teachers’ Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder

Zoder‐Martell

Floress

Schiuchetti

et al. 2021

Contemp School Psychol

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A telepresence robot (TR) is one type of technology used to support teleconsultation in schools and may be preferred over other technologies due to its ability to provide immediate videoconferencing with mobility from a remote location. The aim of the current study was to examine teachers' willingness of using a TR as a training mechanism for working with students with autism spectrum disorder (ASD). Through constant comparative analysis of focus group transcripts, this exploratory qualitative study assessed six teachers' willingness of using TR. In total, 145 text fragments were coded and categorized. This process yielded three macro-categories, six micro-categories, nine primary codes, and 18 secondary codes. Advantages of using TRs, potential barriers, and future research directions are discussed.

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mentioning

confidence: 99%

Teachers’ Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder

Zoder‐Martell

Floress

Schiuchetti

et al. 2021

Contemp School Psychol

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“…The use of ICT for consultation (teleconsultation) seems to be an option, especially for remote rural schools, but requires a developed infrastructure for distance‐bridging technology, such as synchronised online video conference systems and mobile broadband (cf. Fischer et al, ).…”

Section: Discussionmentioning

confidence: 99%

Professional collaboration between class teachers and special educators in Swedish rural schools

Pettersson¹,

Ström²

2019

British J Special Edu

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The purpose of this study was to shed light on how work‐related teacher support in the form of special educational consultation can promote the professional development of teachers working in rural schools located in sparsely populated areas. The phenomenon studied was professional collaboration between class teachers and special educators in the context of special educational consultation. The empirical data were collected through interviews and observations in three rural schools in the northern part of Sweden. The findings indicate that special educational consultation is perceived as support and collaboration. The class teachers appreciate the support they receive from special educators. The collaboration is characterised by professional exchange and mutual problem solving. Distributed expertise seems to be a crucial element of the collaboration. The conclusion is that collaborative special educational consultation enables class teachers to support pupils with special educational needs and strengthens professional collaboration between class teachers and special educators.

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“…These procedures have also demonstrated improvements in student outcomes. Teleconsultation (consultation over videoconferencing) has been used to effectively increase on-task rates (Fischer et al., 2017), reduce disruptive behavior (Bice-Urbach & Kratochwill, 2016), and increase compliance (Fischer, Bloomfield, Clark, McClelland, & Erchul, 2018) in the classroom.…”

Section: Swpbis Telecoachingmentioning

confidence: 99%

School-Wide Positive Behavior Support Telecoaching in a Rural District

McDaniel

Bloomfield

2019

Journal of Educational Technology Systems

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Rural school districts are unique educational settings requiring efficient use of resources. Barriers to high-quality educational practices in rural settings include the distance from professional development expertise and limited funding. To address these potential obstacles for implementing School-Wide Positive Behavioral Interventions and Supports, we utilized telecoaching for providing monthly technical assistance. Results of this case study indicate that telecoaching in a rural school district across 1 academic year may be an effective alternative for in-person coaching. Descriptive statistics including implementation fidelity, discipline and attendance outcomes, and telecoaching treatment integrity are presented. Implications for practice and future directions are discussed.

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An Evaluation of the Effectiveness and Acceptability of Teleconsultation

Cited by 45 publications

References 19 publications

Teachers’ Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder

Teachers’ Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder

Professional collaboration between class teachers and special educators in Swedish rural schools

School-Wide Positive Behavior Support Telecoaching in a Rural District

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