A Systematic Review of School Teleconsultation: Implications for Research and Practice

King, Hunter C.; Bloomfield, Bradley S.; Wu, Shengtian; Fischer, Aaron J.

doi:10.1080/2372966x.2021.1894478

Cited by 19 publications

(10 citation statements)

References 60 publications

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“…In addition to the five articles featured in this current issue of School Psychology Review, there were four articles featured in 2020 (Aspiranti et al, 2020;Song et al, 2020;Stifel et al, 2020;Wendel et al, 2020) and additional articles are available online (Anderson et al, 2021;Gregus et al, 2021;King et al, 2021;McIntyre et al, 2021;Ogg et al, 2021;Ye et al, 2021) (see Table 1). School Psychology Review will continue to feature contemporary scholarship focused on COVID-19 that further advances and informs the field of school psychology.…”

Section: Psychosocial and Mental Health Concerns And Special Topic Contributionsmentioning

confidence: 99%

COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy

Song

Wang

Espelage

et al. 2021

School Psychology Review

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the ongoing coVId-19 pandemic, which began in January 2020, has had numerous deleterious impacts on children, families, schools, and communities around the world and in the united States. Schools around the globe have implemented an array of instructional strategies, including in-person, remote/distance learning, and assorted hybrid configurations involving both. this second series of articles in this special topic section of School Psychology Review further informs innovations and adaptations in research, training, and practice relevant to the field of school psychology during the coVId-19 pandemic. this introductory article highlights the impacts on children, schools, and communities around the world, offers reflections on recent scholarship focused on the coVId-19 pandemic and school psychology, and also shares a synthesis from the next five articles featured in this second edition of the special topic section focused on adaptations and new directions for the field of school psychology.IMPACT STATEMENT the ongoing coVId-19 pandemic has had extensive implications on the fields of education and school psychology around the globe. recent scholarship informs innovations and adaptations further informing practice, graduate preparation, scholarship, and policies that help to advance the field of school psychology within and beyond the coVId-19 syndemic. contemporary research contributes important knowledge and guidance related to the impact on teacher's mental health and harm, coping, teaching, self-efficacy, compassion fatigue, and concerns, as well as the concerns and perspectives of parents, and also the measurement of increased stress reported by students.

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Section: Psychosocial and Mental Health Concerns And Special Topic Contributionsmentioning

confidence: 99%

COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy

Song

Wang

Espelage

et al. 2021

School Psychology Review

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“…The second evidence synthesis in the context of school psychological practice represents a systematic review of school teleconsultation recently published by King et al (2021). Based on a total of 13 articles that met the eligibility criteria for this review, the authors summarized the literature on school teleconsultation and provided details on the range of services delivered through teleconsultation, characteristics of the consultation triad, technologies that were used and other relevant aspects.…”

Section: Systematic Evidence Reviewmentioning

confidence: 99%

“…They concluded that there is preliminary evidence to support the effectiveness of teleconsultation within the context of school psychological services. This systematic review by King et al (2021) represents an important source of information to guide an evidence-based implementation of one specific type of remote school psychological services, namely, teleconsultation. However, the scope of school psychological services also includes other types of services, such as counselling, assessment, intervention, and crisis management (APA, 2020;BDP, 2015;Jimerson et al, 2007;Skalski et al, 2015).…”

Section: Systematic Evidence Reviewmentioning

confidence: 99%

“…However, the scope of school psychological services also includes other types of services, such as counselling, assessment, intervention, and crisis management (APA, 2020;BDP, 2015;Jimerson et al, 2007;Skalski et al, 2015). Furthermore, King et al (2021) provide a summary of the school teleconsultation literature, but do not address the question to what extent similar outcomes can be achieved through remote as compared to in-person school psychological services.…”

Section: Systematic Evidence Reviewmentioning

confidence: 99%

“…Despite the above-mentioned limitations on the overall completeness and applicability of the available evidence, we would like to acknowledge that there are several additional studies focusing on the acceptability, efficacy and effectiveness of remote school psychological services (e.g., Bassingthwaite et al, 2018;Ihorn & Arora, 2018;Margolis et al, 2018;Schultz et al, 2017 in the Special Issue on Teleconsultation as the New Frontier of Educational and Psychological Consultation in this journal and several of the studies reviewed by King et al, 2021). Most of these studies did not meet the eligibility criteria for this review, as they did not investigate the impact of remote as compared to in-person school psychological services, but rather addressed other research questions.…”

Section: Overall Completeness and Applicability Of Evidencementioning

confidence: 99%

See 2 more Smart Citations

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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The impact of the COVID‐19 pandemic on school psychology internship outcomes

Morrison

Albritton

Bernstein

et al. 2022

Psychology in the Schools

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The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID‐19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID‐19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020–2021) were compared to the findings for the year the pandemic began (2019–2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed.

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A Systematic Review of School Teleconsultation: Implications for Research and Practice

Cited by 19 publications

References 60 publications

COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy

COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy

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

The impact of the COVID‐19 pandemic on school psychology internship outcomes

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