The Future of Telehealth in School-Based Health Centers: Lessons from COVID-19

Goddard, Anna; Sullivan, Erin; Fields, Paula; Mackey, Suzanne

doi:10.1016/j.pedhc.2020.11.008

Cited by 33 publications

(29 citation statements)

References 8 publications

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“…Research suggests that there was an avoidance of health care during the beginning of the pandemic to avoid exposure as well as an increase in telehealth services 11 . Similar patterns were noted by SBHC staff 12 . In addition, most SBHCs were forced to discontinue regular in‐person services due to limited access to the school site, 3 though some remained open and operating.…”

mentioning

confidence: 84%

School‐Based Health Center Utilization During COVID‐19 Pandemic‐Related School Closures

Gallardo

Zepeda

Biely

et al. 2022

Journal of School Health

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BACKGROUND:Little is known regarding utilization of school-based health centers (SBHCs) during prolonged school closures, such as those that occurred during the COVID-19 pandemic. We sought to compare SBHC utilization before and after pandemic-related school closures across a network of SBHCs affiliated with a large Southern Californian urban school district. METHODS:We conducted a secondary analysis of encounter data extracted from electronic health records from 12 SBHCs that remained open despite school closures, including patient demographics and diagnostic and billing codes. We used the Clinical Classifications Software Refined to group encounters for common primary care conditions. Utilization before and during pandemic-related school closures was compared using logistic regression with cluster-robust standard errors to account for clustering within clinics, after adjusting for month of encounter. RESULTS:During the pandemic, study SBHCs conducted 52,530 encounters and maintained ∼4040 encounters/month. The frequency of encounters for annual preventative health exams increased for school-aged patients but decreased for other age groups while the frequency of encounters for mental health problems increased for all age groups. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY:Despite pandemic-related school closures, SBHCs appeared play a critical role in providing primary care to vulnerable communities. CONCLUSIONS:SBHCs may hold value beyond their co-location with academic instruction.

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mentioning

confidence: 84%

School‐Based Health Center Utilization During COVID‐19 Pandemic‐Related School Closures

Gallardo

Zepeda

Biely

et al. 2022

Journal of School Health

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“…33 School-based telebehavioral health care has proven to remain an effective delivery model prior to and during the PHE. 34 Both continuing and new schools associated with the SB TNGP grantee cohort were able to utilize telehealth successfully to initiate and follow-up on established and newly emerged behavioral health needs remotely. Rather than discontinuing services in school settings, it is clear telebehavioral health services transitioned to connect with students in their homes.…”

Section: Implications For School Healthmentioning

confidence: 99%

“…The PHE created particular challenges for school‐based behavioral health services to continue after schools paused in‐school instruction in 2020 33 . School‐based telebehavioral health care has proven to remain an effective delivery model prior to and during the PHE 34 . Both continuing and new schools associated with the SB TNGP grantee cohort were able to utilize telehealth successfully to initiate and follow‐up on established and newly emerged behavioral health needs remotely.…”

Section: Implications For School Healthmentioning

confidence: 99%

Describing Changes in Telebehavioral Health Utilization and Services Delivery in Rural School Settings in Pre‐ and Early Stages of the COVID‐19 Public Health Emergency

Ward

Ullrich

Merchant

et al. 2022

Journal of School Health

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BACKGROUND Receiving treatment for behavioral health disorders remains problematic due to profound provider shortages. Telebehavioral health services are effective for providing quality care, but research literature on these services in schools is limited. METHODS Data were collected during Fall 2019 and Spring 2020 semesters on all students receiving telebehavioral health services from 15 school‐based telehealth programs across the U.S. RESULTS From Fall 2019 to Spring 2020, 62 schools providing services during both periods increased the number of students served from 396 to 745, increased the average number of encounters per student from 2.4 to 4.1, increased the percentage of encounters delivered by clinical social workers, mental health counselors, and clinical psychologists (all p < .001), and increased the use of individual counseling, family counseling, and group counseling (all p < .001). Schools that initiated the service in Spring 2020 (n = 25) averaged 6.5 encounters for the 301 students receiving services, delivered mostly by clinical social workers or professional counselors, using individual counseling. CONCLUSION Overall, data indicate programs significantly increased both behavioral services provided to their ongoing schools and increased the number of schools served. Undoubtedly telebehavioral health care delivery provided a swift and necessary response to the challenges posed by the growing pandemic threat.

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“…The evolution of the use of telehealth technologies within schools after the COVID-19 pandemic is not yet known; however, there is reason to believe that a large number of students will opt into attending online or virtual schools (Darling-Hammond et al, 2020). Thus, understanding how instruction and intervention can be effectively provided via technology to students in need of academic supports is imperative and represents one of the next frontiers in intervention research (Goddard et al, 2021). Examining implementation of virtually delivered academic interventions is necessary to ensure that all students receive appropriate academic support services in school.…”

Section: Virtual Intervention Implementationmentioning

confidence: 99%

Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms

et al. 2022

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Incremental rehearsal (IR) has consistently been shown to improve students' math fact retention and fluency (Maki et al., Journal of Behavioral Education 30:534-558, 2021). However, less is known about how intervention modifications may support longer-term skill maintenance. The purpose of this study was to compare traditional IR with a modified IR (shuffle IR; ShIR) in which known multiplication facts were shuffled between sequences using a cumulative acquisition design with six fourthand fifth-grade students. All participants retained and maintained more facts in IR and ShIR compared to a control condition. However, IR or ShIR did not consistently result in greater retention than the other, with three students demonstrating greater retention in the IR condition and three students demonstrating greater retention in the ShIR condition. Most participants demonstrated greater fact maintenance in the ShIR condition than in the IR condition. All participants made fewer intervention session errors in the condition in which they retained more multiplication facts.

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The Future of Telehealth in School-Based Health Centers: Lessons from COVID-19

Cited by 33 publications

References 8 publications

School‐Based Health Center Utilization During COVID‐19 Pandemic‐Related School Closures

School‐Based Health Center Utilization During COVID‐19 Pandemic‐Related School Closures

Describing Changes in Telebehavioral Health Utilization and Services Delivery in Rural School Settings in Pre‐ and Early Stages of the COVID‐19 Public Health Emergency

Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms

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