School-Based Teleconsultation Applications

Bloomfield, Bradley S.; Lehman, Erica; Clark, Rebecca; Fischer, Aaron J.

doi:10.4324/9781315175591-2

Cited by 7 publications

(5 citation statements)

References 1 publication

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“…To the best of our knowledge, there are only two published evidence syntheses in the context of school psychological practice. The first contribution consists of a narrative review on school-based teleconsultation applications reported in a book chapter by Bloomfield et al (2019) in the edited volume Technology Applications In School Psychology Consultation, Supervision And Training by Fischer et al (2019). This report summarizes empirical evidence from 18 studies and selectively highlights implications for the acceptability, effectiveness, requirements, and financial benefits of teleconsultation in schools.…”

Section: Systematic Evidence Reviewmentioning

confidence: 99%

“…In relation to the target intervention reported by each study, we only included studies investigating the impact of school psychological services delivered remotely, " [with] telecommunication technologies including but [are] not limited to telephone, mobile devices, interactive videoconferencing, email, chat, text, and Internet" (APA, 2013, p.3 cited in Bloomfield et al, 2019). While school psychological services exist in many countries, the scope of services (e.g., counselling individuals or groups of students or teachers, administering prevention programs, conducting interventions, consulting with school principals or policymakers, etc.)…”

Section: Eligibility Criteriamentioning

confidence: 99%

See 1 more Smart Citation

Efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services: a rapid systematic evidence review

Hagen¹,

Müller²,

Sedlak³

et al. 2021

Preprint

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As a consequence of the Covid-19 pandemic, the implementation of teleconsultation in the delivery of school psychological services has increased notoriously in many countries throughout the last year. With the aim of supporting evidence-based practices on this matter, we conducted a rapid systematic evidence review on the efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) reports met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale (Sterne et al., 2016) and was therefore excluded from further analyses. Due to insufficient data, we were unable to compute meta-analyses and for this reason summarized the available evidence in a narrative style. Overall, the limited evidence that we identified seems to indicate that the impact of teleconsultation in the delivery of school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person consultation. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations. Our findings may serve as a basis for policymakers and school psychologists to guide an evidence-based implementation of teleconsultation practices, as well as a starting point for researchers to build on previous work when designing future studies in this field.

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Section: Systematic Evidence Reviewmentioning

confidence: 99%

Section: Eligibility Criteriamentioning

confidence: 99%

Efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services: a rapid systematic evidence review

Hagen¹,

Müller²,

Sedlak³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…For a school in remote settings, in-person meetings from coaches outside the district would involve significant travel costs and time to reach the school. Recent advances in telehealth technologies are a potential solution to address the gap in service providers with expertise in challenging behavior available to support rural schools (Bloomfield, Lehman, Clark, & Fischer, 2018). With the use of telehealth technologies, including videoconferencing, the coach can remotely communicate with the school-based team while maintaining synchronous two-way audiovisual contact.…”

Section: Swpbis Telecoachingmentioning

confidence: 99%

“…Telehealth refers to a model of service delivery that connects providers to distant clients to provide consultation, assessment, diagnostics, intervention, and other services (Vismara, McCormick, Young, Nadhan, & Monlux, 2013). Primarily, telehealth technology in schools has been used to support teachers in the implementation of individual and class-wide interventions rather than school-wide support (Bloomfield et al., 2018). This technology has been used in schools to support staff training on functional behavior assessment and behavior intervention plans while improving student outcomes.…”

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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“…In fact, prior to COVID-19, virtual consultation approaches have been utilized within educational settings to reduce consultant and center barriers to services due to distance and/or commute times ( Alnemary et al, 2015 ; Schultz et al, 2017 ; Bloomfield et al, 2018 ). However, consultant perceptions of the consultees’ general technology proficiency (i.e., unfamiliar), and severity of school-based problems (i.e., more severe child behaviors) negatively impacted their preference for utilizing teleconsultation versus in-person consultation approaches ( Schultz et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Virtual robotic telepresence early childhood mental health consultation to childcare centers in the aftermath of COVID-19: training approaches and perceived acceptability and usefulness

Jent,

St. George,

Agosto

et al. 2024

Front. Psychol.

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IntroductionChildcare center closures during COVID-19 impacted education for approximately 40 million children nationwide. Unfortunately, COVID-19 restrictions significantly limited the extent that outside personnel could provide in-person support to educators, resulting in the need for innovative approaches to meet childcare centers’ needs. A virtual robotic telepresence approach was applied to early childhood consultation models to promote child resilience while mitigating COVID-19 risks. The goal of this study was to examine how training influenced consultants’ and childcare staff uptake of the virtual robotic telepresence consultation approach and their acceptance of this technology.MethodsTen early childhood consultants received multimedia/simulation training and weekly communities of practice related to virtual telepresence robotic consultation. Telepresence robotic consultation equipment was deployed to 16 childcare centers in a diverse multilingual metropolitan area as a part of a larger randomized controlled trial. Consultants trained childcare staff (14 center directors and 58 teachers) on how to receive virtual telepresence robotic consultation. Demographic information and measures of technology acceptability and uptake were collected from childcare staff and consultants. A mixed methods approach was used including multilevel modeling and focus groups to examine consultation uptake, acceptability, barriers, and facilitators of virtual telepresence robotic consultation implementation.ResultsConsultants and childcare staff generally perceived the virtual telepresence consultation approach to be useful and easy to use. Consultant perceptions of the acceptability of technology did not change over time. Childcare staff, center, and consultant factors impacted the uptake of the virtual robotic telepresence consultation approach and childcare staff acceptance of the technology. Focus groups revealed that consultants believed that additional hands-on training with childcare staff would have benefited implementation and expressed a desire for a hybrid approach for consultation.DiscussionPerceptions of telepresence robotic consultation acceptability are discussed, including future recommendations for training.

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School-Based Teleconsultation Applications

Cited by 7 publications

References 1 publication

Efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services: a rapid systematic evidence review

Efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services: a rapid systematic evidence review

School-Wide Positive Behavior Support Telecoaching in a Rural District

Virtual robotic telepresence early childhood mental health consultation to childcare centers in the aftermath of COVID-19: training approaches and perceived acceptability and usefulness

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