This practical guide for school psychologists and researchers demonstrates how advances in telehealth can be applied to school consultation with students, educators, and families. Teleconsultation is a method for supporting children and teachers when service delivery is not feasible due to geographic distance, time and financial constraints, disabilities, and other barriers. The COVID-19 pandemic in particular has led to the rapid development and widespread adoption of new videoconferencing technologies. This volume summarizes the history and current state of teleconsulting technologies in schools, as well as future developments like augmented reality and virtual reality interventions. Multicultural competence and important professional, ethical, and legal considerations related to issues like child security and confidentiality are also reviewed. The authors provide an in-depth review of the problem-solving teleconsultation model, which includes building rapport, identifying and assessing problems, developing and implementing treatment plans, and performing ongoing evaluations. Case examples help bring these ideas to life. Advice for overcoming common challenges is also reviewed, including technical difficulties, disruptive behavior, and collaborating with parents and educators.
Aaron J. Fischer, PhD, BCBA-D, is the Dee Endowed Professor of School Psychology in the Department of Educational Psychology and an Adjunct Assistant Professor of Psychiatry at the University of Utah. He conducts technology-focused research in educational and psychological settings, specifically using telepresence robotics with teachers during school and clinic-based consultation. His current research emphasizes the integration of cutting-edge technology in school and psychological practice. Dr. Fischer is coeditor of two related texts, Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health and Technology Applications in School Psychology Consultation, Supervision, and Training. Bradley Bloomfield, PhD, BCBA-D, NCSP, is a lecturer in applied behavior analysis at Monash University. His research emphasizes indirect service delivery in supporting parents and teachers, evidence-based behavior interventions, and the use of technology within consultation and intervention. His publication record includes three book chapters and 16 peer-reviewed journal articles. Dr. Bloomfield is an editorial board member for two journals, served as a guest editor for a special-topic journal on advances in consultation, and has been an ad-hoc reviewer for various peer-reviewed journals.
List of Tables and Figures Preface Part I. Introduction: School Teleconsultation Foundations Chapter 1. The Historical Context of School Teleconsultation Chapter 2. Professional and Ethical Issues in School Teleconsultation Part II. Introduction: A Practical Guide to School Teleconsultation Chapter 3. Relationship Building Chapter 4. Problem Identification Chapter 5. Problem Analysis Chapter 6. Intervention, Planning, Training, and Support Chapter 7. Evaluation of the Teleconsultation Process and Outcomes Part III. Introduction: Barriers to School Teleconsultation and Future Directions Chapter 8. Navigating Barriers to School Teleconsultation Chapter 9. Future Directions in School Teleconsultation Research and Practice References Index About the Authors
