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Gettinger M, Kratochwill TR, Levin JR, Eubanks A, Foy A. Academic and behavior combined support: A single-case practice-based replication study. J Sch Psychol 2024; 104:101307. [PMID: 38871416 DOI: 10.1016/j.jsp.2024.101307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 08/09/2022] [Accepted: 03/04/2024] [Indexed: 06/15/2024]
Abstract
The purpose of this research was to conduct a practice-based replication of Academic and Behavior Combined Support (ABC Support), a previously developed and experimentally evaluated supplemental intervention that merges a combined focus on reading fluency and academic engagement. In the present study, a school-based interventionist and data collector had access to implementation resources online and participated in virtual training and coaching. Four Grade 2 students received the ABC Support intervention for 6 weeks in their school. Students' oral fluency on training and non-training reading passages, as well as occurrence of engagement and disruptive behaviors during universal reading instruction, were measured repeatedly across baseline, intervention, and follow-up phases in a multiple-baseline design. In concert with prior empirical findings on ABC Support, analyses revealed improvement from baseline to intervention for both reading and behavior outcomes, as well as from baseline to follow-up assessments. Empirical contributions of the study are offered within the context of replication research and an implementation science perspective. We also emphasize the importance of telecommunication for practice-based research evaluation of interventions.
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Affiliation(s)
- Maribeth Gettinger
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53705, USA.
| | - Thomas R Kratochwill
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53705, USA
| | | | - Abigail Eubanks
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53705, USA
| | - Alison Foy
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53705, USA
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2
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Kratochwill TR, Asmus JM, Schienebeck C, Dohrn E, Levin JR, Ament AP, Hagermoser-Bayley E, Bice-Urbach B, Willes M, Sorensen D, Williams L, Alvarez L, Roessler J. Problem solving team interventions: Web-based and consultant-based experimental evaluations. J Sch Psychol 2024; 103:101279. [PMID: 38432730 DOI: 10.1016/j.jsp.2023.101279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 04/26/2023] [Accepted: 12/21/2023] [Indexed: 03/05/2024]
Abstract
This research was designed to develop, implement, and evaluate an assessment and intervention protocol to increase problem-solving teams' (PSTs) adoption and implementation of evidence-based practices aimed at students with disruptive behavior problems. Participants included 15 PSTs. Adopting single-case design methodology, we examined whether a customized set of assessment and intervention consultant-led intervention procedures could be used to improve the activities, process, and recommendations of PSTs compared to a web-based intervention. We were interested in evaluating two variations of the problem-solving model based on the team initiated problem-solving (TIPS) approach. TIPS includes steps to successful problem solving and solution implementation for student academic and behavioral concerns. Based on visual analysis and statistical randomization tests, we found that a teleconsultation web-based model of PST intervention was not effective in improving the functioning of the PST. In contrast, a customized, consultation-led intervention model with PST facilitators that followed this approach was found to be effective in improving both the foundation and thoroughness of the PST's problem solving. Implications of future PST improvement models for practice and research are discussed.
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Tomlinson SRL, Gore N, McGill P. Family carer and professional perceptions of the potential use of telehealth for behavioural support. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2023; 67:531-546. [PMID: 36919000 DOI: 10.1111/jir.13026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 01/20/2023] [Accepted: 02/22/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Telehealth (i.e. the use of technology across distance) is widespread in many fields. Although its use for behavioural support for people with intellectual or developmental disabilities (IDD) is emerging, there are no known studies examining stakeholder perceptions of this. METHODS A four-round Delphi consultation was conducted with 11 professionals and six family carers of children with IDD to generate consensus on what would influence participants' use of telehealth for behavioural support. Data were collected prior to the coronavirus pandemic. RESULTS Thirty-six items reached consensus for professionals (26 advantages and 10 disadvantages/barriers) and 22 for family carers (8 advantages and 14 disadvantages/barriers). A range of solutions were also identified for the disadvantages/barriers. CONCLUSIONS Participants were willing to use telehealth for behavioural support. However, disadvantages/barriers need to be addressed, and guidelines relating to the use of telehealth in this field are needed. We report a number of practice recommendations including combining telehealth with in-person supports where possible, incorporating video technologies, and considering client perspectives and confidence with telehealth methodologies.
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Affiliation(s)
| | - N Gore
- Tizard Centre, University of Kent, Canterbury, UK
| | - P McGill
- Tizard Centre, University of Kent, Canterbury, UK
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Garro A, Janal M, Kondroski K, Stillo G, Vega V. Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:152-169. [PMID: 36741424 PMCID: PMC9885932 DOI: 10.1007/s40688-022-00446-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/22/2022] [Indexed: 01/31/2023]
Abstract
The use of mindfulness in schools has greatly expanded over the past 10 years. Research has demonstrated positive psychological effects of mindfulness for students as well as teachers (Emerson et al., Mindfulness 8:1136-1149, 2017; Semple et al., Psychology in the Schools 54:29-52, 2017). Similarly, studies focusing on mindfulness interventions for parents of children with disabilities and/or psychosocial difficulties have also yielded a variety of positive outcomes, including reduced parenting stress, increases in quality of life, and improved parent-child interactions (Bögels et al., 2016; Rayan and Ahmad, Research in Developmental Disabilities 55:185-196, 2016). Although there has been a proliferation of mindfulness research, and mindfulness has become a buzzword in popular culture, it has not been systematically examined or applied as an approach to improving psychosocial functioning in children, school personnel, and families during COVID-19 and in online settings. This article provides a preliminary framework for this examination by reviewing relevant research and providing practical strategies and resources for school psychologists.
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Affiliation(s)
- Adrienne Garro
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Mikela Janal
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Kelly Kondroski
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Giuliana Stillo
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
| | - Vanessa Vega
- Department of Advanced Studies in Psychology, East Campus, Kean University, 215 North Ave, Hillside, NJ 07205 USA
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González-García RJ, Martínez-Rico G, Escorcia-Mora C, García-Grau P. A Bibliometric Study on the Social Validity of Telepractice in Autism Spectrum Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:419. [PMID: 36612747 PMCID: PMC9819304 DOI: 10.3390/ijerph20010419] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 12/23/2022] [Accepted: 12/24/2022] [Indexed: 06/01/2023]
Abstract
The field of telepractice is generating increasing interest in recent years. In recent years, early childhood services have used resources such as support for interventions in families with children with autism spectrum disorder. Due to this situation, the social validity of such resources has emerged in this sector, receiving individual attention from academics and practitioners. However, a further deepening of such analyses is needed. Therefore, the main objective of this work is to analyze papers published in the Web of Science on social validity and telepractice in autism spectrum disorders. Bibliometric analysis allows us to discover the current state of a research field, to identify the main authors, articles, and topics, and to propose future lines of research to develop it further. Articles published between 2000 and 2021 were analyzed quantitatively, and by co-occurrence of words and authors. Subsequently, through bibliographic linking, the articles were grouped into different clusters. Five central themes were found, with social skills and the effectiveness of intervention programs being the most developed areas of research. Furthermore, studies focusing on evidence-based practices are necessary for the development of this research field. Thus, the analysis of social validity in the field of telepractice in children with autism spectrum disorders is a developing field within the early childhood sector.
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Affiliation(s)
- Rómulo J. González-García
- Doctoral School, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
| | - Gabriel Martínez-Rico
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
| | - Claudia Escorcia-Mora
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
| | - Pau García-Grau
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
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White AN, Brodhead MT, Sipila-Thomas ES, Miranda DRG, Long HM, Fisher MH. Spartan Caregiver Support: Program Description and Key Findings During Michigan's Stay-At-Home Order. ADVANCES IN NEURODEVELOPMENTAL DISORDERS 2022; 7:1-10. [PMID: 36160308 PMCID: PMC9483310 DOI: 10.1007/s41252-022-00281-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/04/2022] [Indexed: 06/16/2023]
Abstract
Objectives The purpose of this paper is to describe a university program, Spartan Caregiver Support, that provided free on-demand telehealth services to caregivers of people with autism during the State of Michigan's 2020 Stay-at-Home order. Method Participants (n = 17) were caregivers of people with autism residing within the State of Michigan. Participants engaged with program members over video-conference technology, where participants received specific advice to support social and behavioral needs. Results We found that caregivers reported a variety of social and behavioral concerns, including concerns related to problem behavior, social/play skills, school/academics, and daily living. Conclusions This program description provides a framework for how to deliver on-demand telehealth support to caregivers of people with autism, especially during moments of crisis or emergency. Supplementary Information The online version contains supplementary material available at 10.1007/s41252-022-00281-7.
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Affiliation(s)
- Allison N. White
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824 USA
| | - Matthew T. Brodhead
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824 USA
| | - Emma S. Sipila-Thomas
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824 USA
| | - David Ray G. Miranda
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824 USA
| | - Holly M. Long
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824 USA
| | - Marisa H. Fisher
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824 USA
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Witte AL, Schumacher RE, Sheridan SM. The Effectiveness of Technology-Delivered Conjoint Behavioral Consultation: Addressing Rural Student and Family Needs. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2083624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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8
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King HC, Wu S, Bloomfield BS, Fischer AJ, Martone LE. A Practical Guide on Problem-Solving Teleconsultation in Schools. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2070495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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9
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Healthcare Professional Perspectives on the Use of Remote Patient-Monitoring Platforms during the COVID-19 Pandemic: A Cross-Sectional Study. J Pers Med 2022; 12:jpm12040529. [PMID: 35455645 PMCID: PMC9025393 DOI: 10.3390/jpm12040529] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 03/17/2022] [Accepted: 03/18/2022] [Indexed: 02/01/2023] Open
Abstract
The COVID-19 pandemic created an urgent need to act to reduce the spread of the virus and alleviate congestion in healthcare services, protect health professionals, and help them maintain satisfactory quality and safety of care. Remote monitoring platforms (RPM) emerged as potential solutions. In this study, we evaluate, from health professionals’ perspectives, the capacity and contribution of two different digital platforms to maintain quality, safety, and patient engagement in care. A cross-sectional study was conducted using a survey in which a total of 491 health professionals participated. The results show that, in general, user perceptions of the quality and safety of care provided through the platforms were positive. The ease of access to health professionals’ services in general and shorter waiting times for patients were the two main features that were highly appreciated by most participants. However, some problems were encountered during the use of these two platforms, such as a lack of training and/or direct support for users. To improve the two platforms and maximize their use, the areas for improvement and the issues identified should be addressed as part of a collaborative process involving health professionals and patients as well as health system leaders, decision-makers, and digital platform providers.
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Sussman K, Burns MK, Lembke ES. Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2021. [DOI: 10.1080/10474412.2021.1996243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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11
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Zoder-Martell KA, Floress MT, Schiuchetti MB, Markelz AM, Sayyeh L. Teachers' Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder. CONTEMPORARY SCHOOL PSYCHOLOGY 2021; 26:263-277. [PMID: 33754083 PMCID: PMC7968139 DOI: 10.1007/s40688-021-00359-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 01/27/2021] [Indexed: 11/30/2022]
Abstract
A telepresence robot (TR) is one type of technology used to support teleconsultation in schools and may be preferred over other technologies due to its ability to provide immediate videoconferencing with mobility from a remote location. The aim of the current study was to examine teachers' willingness of using a TR as a training mechanism for working with students with autism spectrum disorder (ASD). Through constant comparative analysis of focus group transcripts, this exploratory qualitative study assessed six teachers' willingness of using TR. In total, 145 text fragments were coded and categorized. This process yielded three macro-categories, six micro-categories, nine primary codes, and 18 secondary codes. Advantages of using TRs, potential barriers, and future research directions are discussed.
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Affiliation(s)
| | | | | | | | - Laila Sayyeh
- Ball State University, 2000 W. University Ave, Muncie, IN 43036 USA
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12
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D'Agostino S, Douglas SN, Horton E. Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training. J Autism Dev Disord 2020; 50:864-880. [PMID: 31802319 DOI: 10.1007/s10803-019-04319-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package.
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Affiliation(s)
- Sophia D'Agostino
- Hope College, Van Zoeren Hall, 41 Graves Place, Holland, MI, 49423, USA.
| | - Sarah N Douglas
- Human Development and Family Studies, 1C Human Ecology, Michigan State University, East Lansing, MI, 48824, USA
| | - Elizabeth Horton
- Hope College, Van Zoeren Hall, 41 Graves Place, Holland, MI, 49423, USA
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Unholz-Bowden E, McComas JJ, McMaster KL, Girtler SN, Kolb RL, Shipchandler A. Caregiver Training Via Telehealth on Behavioral Procedures: A Systematic Review. JOURNAL OF BEHAVIORAL EDUCATION 2020; 29:246-281. [PMID: 37670908 PMCID: PMC10479951 DOI: 10.1007/s10864-020-09381-7] [Citation(s) in RCA: 48] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/07/2023]
Abstract
Telehealth has been utilized to provide behavioral services to families with children with autism spectrum disorder (ASD) and other disabilities. This systematic review provides an update on current research pertaining to the use of telehealth to provide behavior analytic-based services and train caregivers in implementing behavioral procedures. This review also describes information on reported training components and caregivers' procedural fidelity. Empirical studies were collected from five databases. Overall, the studies provide evidence of the utility of telehealth as a service delivery model for providing behavior analytic-based services and for training caregivers to implement behavioral assessments and procedures. The authors discuss potential considerations for developing training packages and training caregivers via telehealth. Future research should use experimental methods to determine effective components for training individuals via telehealth to use behavioral procedures with good fidelity as well as to detect other factors that may influence procedural fidelity.
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Affiliation(s)
- Emily Unholz-Bowden
- Department of Educational Psychology, University of Minnesota, 56 E River Rd, Minneapolis, MN 55455, USA
| | - Jennifer J. McComas
- Department of Educational Psychology, University of Minnesota, 56 E River Rd, Minneapolis, MN 55455, USA
| | - Kristen L. McMaster
- Department of Educational Psychology, University of Minnesota, 56 E River Rd, Minneapolis, MN 55455, USA
| | - Shawn N. Girtler
- Department of Educational Psychology, University of Minnesota, 56 E River Rd, Minneapolis, MN 55455, USA
| | - Rebecca L. Kolb
- Department of Educational Psychology, University of Minnesota, 56 E River Rd, Minneapolis, MN 55455, USA
| | - Alefyah Shipchandler
- Department of Educational Psychology, University of Minnesota, 56 E River Rd, Minneapolis, MN 55455, USA
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King HC, Bloomfield B, Fischer AJ, Dart E, Radley K. A Comparison of Digital Observations of Students from Video Cameras and Aerial Drones. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2020. [DOI: 10.1080/10474412.2020.1744446] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Fischer AJ, Clark RR, Bloomfield BS, Askings DC, Erchul WP. Using teleconsultation to teach expressive number discrimination through stimulus fading and reinforcement. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2019. [DOI: 10.1080/15377903.2019.1587803] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Aaron J. Fischer
- Educational Psychology, University of Utah, Salt Lake City, Utah, USA
| | - Racheal R. Clark
- Educational Psychology, University of Utah, Salt Lake City, Utah, USA
| | | | - Diana C. Askings
- Educational Psychology, University of Utah, Salt Lake City, Utah, USA
| | - William P. Erchul
- Graduate School of Education, University of California, Riverside, California, USA
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Fischer AJ, Bloomfield BS, Clark RR, McClelland AL, Erchul WP. Increasing student compliance with teacher instructions using telepresence robot problem-solving teleconsultation. ACTA ACUST UNITED AC 2018. [DOI: 10.1080/21683603.2018.1470948] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Aaron J. Fischer
- Department of Educational Psychology, University of Utah, Salt Lake City, Utah, USA
| | - Bradley S. Bloomfield
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Alabama, USA
| | - Racheal R. Clark
- Department of Educational Psychology, University of Utah, Salt Lake City, Utah, USA
| | - Amelia L. McClelland
- Department of Educational Psychology, University of Utah, Salt Lake City, Utah, USA
| | - William P. Erchul
- Department of School Psychology, University of California, Riverside, California, USA
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Bassingthwaite BJ, Graber JE, Weaver AD, Wacker DP, White-Staecker D, Bergthold S, Judkins P. Using Teleconsultation to Develop Independent Skills of School-Based Behavior Teams in Functional Behavior Assessment. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1431548] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Fischer AJ, Erchul WP, Schultz BK. Teleconsultation as the New Frontier of Educational and Psychological Consultation: Introduction to the Special Issue. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1425880] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Erchul WP, Fischer AJ, Collier-Meek MA, Bloomfield BS. Highlighting the Utility of the Consultation Analysis Record for Consultation Research and Training. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2017.1418366] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Bice-Urbach B, Kratochwill T, Fischer AJ. Teleconsultation: Application to Provision of Consultation Services for School Consultants. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2017. [DOI: 10.1080/10474412.2017.1389651] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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