A case series illustrating the implementation of a novel tele-neuropsychology service model during COVID-19 for children with complex medical and neurodevelopmental conditions: A companion to Pritchard et al., 2020

Peterson, Rachel K.; Ludwig, Natasha N; Jashar, Dasal Tenzin

doi:10.1080/13854046.2020.1799075

Cited by 21 publications

(17 citation statements)

References 9 publications

(10 reference statements)

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“…Yet, the findings of this rapid review highlight that telepractice for reading and spelling has been taking place in the absence of a robust evidence base and the COVID-19 pandemic has meant this has become even more pronounced. Throughout the world, health providers have implemented telepractice to continue providing allied health services (Sarti et al 2020), pharmaceutical services (Kjerengtroen et al 2020) and clinical neuropsychology services (Peterson et al 2020). While most services have been positively received, Sarti et al (2020) appropriately caution that telepractice services need to be evaluated, efficacy determined and sustainable models developed, as supported by empirical evidence.…”

Section: Discussionmentioning

confidence: 99%

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An evidence‐based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID‐19

Furlong

Serry

Bridgman

et al. 2021

Intl J Lang & Comm Disor

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Background: Due to COVID-19, many educators and allied health practitioners are facing the challenge of rapidly transitioning to telepractice delivery of instructional reading and spelling procedures without being fully informed of the evidence. Aims: A rapid review was conducted to provide educators, allied health practitioners and policymakers with a synthesis of valid, relevant and actionable evidence relating to telepractice delivery of instructional reading and spelling procedures. The aim was to investigate the nature and outcomes of studies examining instructional reading and spelling procedures delivered via telepractice to school-aged students. Methods & Procedures: A rapid review was undertaken in accordance with the eight-step process published by the Cochrane Rapid Reviews Methods Group. Medline (all databases), Embase, Cochrane and ProQuest Central were systematically searched with predefined search terms organized across four key concepts relating to the research questions.Outcomes & Results: Nine studies were included in this rapid review. Reading and spelling instruction and intervention using telepractice can be feasible and engaging. Telepractice assessment for reading and spelling can be equally effective as onsite assessment. Conclusions & Implications:The evidence base for telepractice delivery of reading and spelling procedures is in its infancy in terms of both the quantity and the quality of the evidence. Insufficient evidence exists to draw clear conclusions about its efficacy, and therefore practitioners should proceed cautiously.

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Section: Discussionmentioning

confidence: 99%

“…2020) and clinical neuropsychology services (Peterson et al . 2020). While most services have been positively received, Sarti et al .…”

Section: Discussionmentioning

confidence: 99%

An evidence‐based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID‐19

Furlong

Serry

Bridgman

et al. 2021

Intl J Lang & Comm Disor

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“…Although there are a number of benefits to telehealth, its current application to neuropsychological assessment has a number of important limitations. For models using telehealth-based testing, test security is an important consideration that must be managed as there are limits to the clinician’s ability to control test duplication or recording of assessment administration outside the traditional testing environment ( Peterson, Ludwig, & Jashar, 2020 ; Pritchard et al., 2020 ). As previously mentioned, despite preliminary findings by Harder et al.…”

Section: Introductionmentioning

confidence: 99%

“…For example, visual or auditory stimuli may be distorted, an unstable internet connection may affect timed tasks, parent/caregiver limitations in navigating technology, and lack of control of the environment (e.g., visual and auditory distractions, limited ability to ensure patient compliance with instructions or providing effective structure to reduce interfering behaviors; Hewitt et al., 2020 ). In addition, socioeconomic status (SES) has the potential to limit access to neuropsychological services, especially assessment provided via telehealth, if patients do not have access to appropriate electronic equipment and broadband internet access ( Bilder et al., 2020 ; Peterson, Ludwig, & Jashar, 2020 ). A number of studies assessing telehealth utilization received funding to provide disadvantaged patients with appropriate electronic devices or internet access, which cannot be duplicated in all settings ( Pritchard et al., 2020 ; Ransom et al., 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…These models provide a comprehensive interview and record review for all patients via telehealth. Based on the diagnostic question and clinical characteristics, the child is triaged to telehealth-based testing or in-person testing, when available ( Peterson et al., 2020 ; Pritchard et al., 2020 ; Ransom et al., 2020 ). Telehealth-based testing may include rating scales and/or administration of some traditional assessment measures ( Peterson et al., 2020 ; Pritchard et al., 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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How We Work Now: Preliminary Review of a Pediatric Neuropsychology Hybrid Model in the Era of COVID-19 and Beyond

Lichtenstein¹,

Amato²,

Holding³

et al. 2021

Archives of Clinical Neuropsychology

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Objective Although telehealth has become a central component of medical care in response to the coronavirus disease 2019 (COVID-19) pandemic, comprehensive pediatric neuropsychological assessment over virtual platforms lacks empirical efficacy. This paper presents: a) the results of a quality improvement project examining the feasibility of in-person evaluation in the context of safety measures that alter test standardization, b) the impact such changes had upon neuropsychological test scores, and c) how using a hybrid model of clinical service delivery affected access to care. Method We compared demographic and outcome variables between patients seen during the pandemic (N = 87) to a group of patients seen in our service immediately prior to COVID-19 (N = 87). A subset of those patients were case-matched for age and diagnosis (N = 39 per group). Children seen for neuropsychological re-evaluation during the pandemic (N = 10) were examined using pairwise comparison. Results Groups did not differ on age, sex, or FSIQ. Despite changes to standardized administration, no group differences were found for any selected neuropsychological test variables in the larger sample or subsamples. In fact, all variables were moderately to highly correlated in the re-evaluation subgroup. The hybrid model expedited feedback sessions and increased face-to-face (telehealth) feedbacks. Conclusions A hybrid model incorporating modified in-person testing and intake and feedback encounters via telehealth may be a feasible and effective way to provide pediatric neuropsychological services. These preliminary findings suggest such novel aspects of neuropsychological evaluation could represent an improvement over pre-COVID models, especially in rural settings.

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Diagnostic certainty during in‐person and telehealth autism evaluations

Ludwig,

Holingue,

Hong

et al. 2023

JCPP Advances

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BackgroundMany diagnostic evaluations abruptly shifted to telehealth during the COVID‐19 pandemic; however, little is known about the impact on diagnosis patterns for children evaluated for autism spectrum disorder (ASD). The purpose of this clinical research study was to examine (1) the frequency of diagnoses evaluated beyond ASD; (2) the frequency of diagnoses made, including ASD; and (3) clinician diagnostic certainty for all diagnoses evaluated for children who received an evaluation due to primary concerns about ASD via telehealth during the pandemic compared to those evaluated in person before the pandemic at an ASD specialty clinic.MethodsThe sample included 2192 children, 1–17 years (M = 6.5 years; SD = 3.9), evaluated by a physician/psychologist at an ASD specialty center. A total of 649 children were evaluated in‐person September 1, 2019–March 13, 2020 (pre‐pandemic) and 1543 were evaluated via telehealth March 14, 2020–July 26, 2021 (during pandemic). Upon completion of each evaluation, clinicians provided a final diagnostic determination (i.e., “Yes,” “No,” “Possible,” or “Not Assessed”) for the following DSM‐5 conditions: ASD, attention‐deficit/hyperactivity disorder (ADHD), intellectual developmental disorder (IDD), anxiety (ANX), depression (DEP), and behavioral disorder (BD). “Possible” indicated lower certainty and the diagnosis was not provided. “Not Assessed” indicated the disorder was not evaluated.ResultsDiagnostic certainty for ASD and ADHD was lower and clinicians evaluated for and made diagnoses of IDD less often during evaluations that occurred via telehealth during the pandemic versus in person before the pandemic. DEP and BD were diagnosed more frequently, diagnostic certainty of DEP was lower, and no differences in the frequency of ANX diagnoses emerged during evaluations conducted via telehealth during the pandemic compared to those conducted in person before the pandemic.ConclusionsDifferences emerged in the frequency of diagnoses evaluated and made and diagnostic certainty for evaluations conducted via telehealth during the pandemic compared to in person before the pandemic, which likely impacted patients and reflect real‐word challenges. Future work should examine whether these patterns are generalizable and the mechanisms that contribute to these differences.

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A case series illustrating the implementation of a novel tele-neuropsychology service model during COVID-19 for children with complex medical and neurodevelopmental conditions: A companion to Pritchard et al., 2020

Abstract: Jashar (2021) A case series illustrating the implementation of a novel tele-neuropsychology service model during COVID-19 for children with complex medical and neurodevelopmental conditions:

Cited by 21 publications

References 9 publications

An evidence‐based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID‐19

An evidence‐based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID‐19

How We Work Now: Preliminary Review of a Pediatric Neuropsychology Hybrid Model in the Era of COVID-19 and Beyond

Diagnostic certainty during in‐person and telehealth autism evaluations

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