Remote Assessment: Origins, Benefits, and Concerns
Abstract
:1. Introduction
2. Guidance from Professional Organizations on Remote Assessment
3. Remote Assessment: Strengths and Challenges
4. Reviewing Records, Interviewing Key Informants, Observing Students and Administering Tests (R.I.O.T.)
5. Reliability and Validity of Remote Assessment with Children
6. Significant and New Contributions to the Field of Remote Assessment
7. Social Justice and Ethical Considerations of Remote Assessment
8. Recommendations if Using Remote Assessment
- Rapport may be more challenging to establish in a remote assessment environment (Bornheimer et al. 2022), and every effort should be made to make the individual feel comfortable. Allowing time to chat, especially for children and adolescents, is a good way to break the ice. Asking questions about their interests, or allowing them to show the examiner a favorite toy may also make the child feel more comfortable.
- Invite the examinee to a session prior to the start of testing, so that the examiner may prepare them for what they should expect. This can significantly allay the fears or anxiety of the unknown. Provide information on the types of activities they will be engaged in and the time expected for the testing session.
- Practitioners need to be aware of the developmental or cognitive level of the examinee (Bilder et al. 2020) to limit screen fatigue, thereby compromising the results of the assessment.
- We encourage examiners to frequently check on the examinee throughout testing, to determine their level of comfort and stamina, as well as technology checks to ensure audio and visual are working optimally (Luxton et al. 2014).
- Although we do not fully endorse the use of remote assessment at this time, especially to make high-stakes decisions about the classification of children for special education services, we acknowledge there are assessments normed and validated for these purposes. Therefore, we encourage practitioners to stay current in professional development as new remote assessments are introduced to market.
9. Conclusions and Future Directions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Adair, John G. 1984. The Hawthorne effect: A reconsideration of the methodological artifact. Journal of Applied Psychology 69: 334–45. [Google Scholar] [CrossRef]
- American Educational Research Association [AERA], American Psychological Association [APA], and National Council on Measurement in Education [NCME]. 2014. Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association. [Google Scholar]
- American Psychological Association Committee on Professional Standards and Committee on Psychological Tests and Assessment. 1986. Guidelines for Computer-Based Tests and Interpretations. Washington, DC: American Psychological Association. [Google Scholar]
- American Psychological Association. 2020. Guidance on Psychological Tele-Assessment during the COVID-19 Crisis. Washington, DC: American Psychological Association. [Google Scholar]
- Assessment Technologies Inc. 2021. MEZURE Clinical Manual. Available online: https://www.mezureschools.com/_files/ugd/983f7c_ce08ed4aaa3346afb1d7855175d430b2.pdf (accessed on 13 February 2023).
- Barnett, David W., and Gregg M. Macmann. 1992. Aptitude-achievement discrepancy scores: Accuracy in analysis misdirected. School Psychology Review 21: 494–508. [Google Scholar] [CrossRef]
- Bilder, Robert M., Karen S. Postal, Mark Barisa, Darrin M. Aase, C. Munro Cullum, Stephen R. Gillaspy, Lana Harder, Geoffrey Kanter, Margaret Lanca, David M. Lechuga, and et al. 2020. Inter Organizational Practice Committee recommendations/guidance for teleneuropsychology in response to the COVID-19 pandemic. Archives of Clinical Neuropsychology 35: 647–59. [Google Scholar] [CrossRef] [PubMed]
- Bornheimer, Lindsay A., Julian Li Verdugo, Joshua Holzworth, Fonda N. Smith, and Joseph A. Himle. 2022. Mental health provider perspectives of the COVID-19 pandemic impact on service delivery: A focus on challenges in remote engagement, suicide risk assessment, a treatment of psychosis. BMC Health Services Research 22: 718–18. [Google Scholar] [CrossRef]
- Brearly, Timothy W., Robert D. Shura, Sarah L. Martindale, Rory A. Lazowski, David D. Luxton, Brian V. Shenal, and Jared A. Rowland. 2017. Neuropsychological test administration by videoconference: A systematic review and meta-analysis. Neuropsychology Review 27: 174–86. [Google Scholar] [CrossRef]
- Burns, Clare L., Sanjeewa Kularatna, Elizabeth C. Ward, Anne J. Hill, Joshua Byrnes, and Lizbeth M. Kenny. 2017. Cost analysis of a speech pathology synchronous telepractice service for patients with head and neck cancer. Head and Neck 39: 2470–80. [Google Scholar] [CrossRef]
- California Association of School Psychologists. 2020. Position Paper: Mandated Special Education Assessment during the COVID-19 Shutdown. April 27. Available online: https://casponline.org/pdfs/position-papers/CASP%20Covid-19%20Assessment%20Position%20Paper.pdf (accessed on 12 January 2023).
- Canivez, Gary L., Marley W. Watkins, and Stefan C. Dombrowski. 2017. Structural validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Confirmatory factor analyses with the 16 primary and secondary subtests. Psychological Assessment 29: 458–72. [Google Scholar] [CrossRef]
- Carneiro, Pedro, and James J. Heckman. 2003. Human capital policy. In Inequality in America: What Role for Human Capital Policies? Edited by James J. Heckman, Alan B. Krueger and Benjamin M. Friedman. Cambridge: MIT Press, pp. 77–239. [Google Scholar]
- Cattell, Raymond B., and Raymond G. Kuhlen. 1963. Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology 54: 1–22. [Google Scholar] [CrossRef]
- Cognifit. n.d. How Can I Know If My Brain is Healthy? Available online: https://www.cognifit.com/cognitive-assessment/cognitive-test (accessed on 15 February 2023).
- Cohen, Jacob. 1988. Statistical Power Analysis for the Behavioral Sciences, 2nd ed. Edited by Lawrence Earlbaum Associates. Cambridge: Academic Press. [Google Scholar]
- Darling-Hammond, Linda, Abby Schachner, and Adam K. Edgerton. 2020. Restarting and Reinventing School: Learning in the Time of COVID and Beyond. Palo Alto: Learning Policy Institute. [Google Scholar]
- Dawes, Robin M. 1996. House of Cards: Psychology and Psychotherapy Built on Myth. Washington, DC: Free Press. [Google Scholar]
- Dawes, Robin M., David Faust, and Paul E. Meehl. 1989. Clinical versus Actuarial Judgment. Science (American Association for the Advancement of Science) 243: 1668–74. [Google Scholar] [CrossRef] [PubMed]
- Dombrowski, Stefan C., Ryan J. McGill, and Gary L. Canivez. 2017. Exploratory and hierarchical factor analysis of the WJ-IV Cognitive at school age. Psychological Assessment 29: 394–407. [Google Scholar] [CrossRef] [PubMed]
- Dombrowski, Stefan C., Ryan J. McGill, and Gary L. Canivez. 2018. Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology. School Psychology Quarterly 33: 235–50. [Google Scholar] [CrossRef]
- Dombrowski, Stefan C., Shiri Engel, and James Lennon. 2022. Test Review: MEZURE. Journal of Psychoeducational Assessment 40: 559–65. [Google Scholar] [CrossRef]
- Farmer, Ryan L., Ryan J. McGill, Stefan C. Dombrowski, Maryellen B. McClain, Bryn Harris, Adam B. Lockwood, Steven L. Powell, Christina Pynn, Stephanie Smith-Kellen, Emily Loethen, and et al. 2020a. Teleassessment with children and adolescents during the coronavirus (COVID-19) pandemic and beyond: Practice and policy implications. Professional Psychology: Research and Practice 51: 477–87. [Google Scholar] [CrossRef]
- Farmer, Ryan L., Ryan J. McGill, Stefan C. Dombrowski, Nicholas F. Benson, Stephanie Smith-Kellen, Adam B. Lockwood, Steven L. Powell, Christina Pynn, and Terry A. Stinnett. 2020b. Conducting psychoeducational assessments during the COVID-19 crisis: The danger of good intentions. Cotemporary School Psychology 25: 27–32. [Google Scholar] [CrossRef]
- Fletcher, Jack M., and Jeremy Miciak. 2019. The Identification of Specific Learning Disabilities: A Summary of Research on Best Practices. Austin: Meadows Center for Preventing Educational Risk. [Google Scholar]
- Flynn, James R. 1984. The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin 95: 29–51. [Google Scholar] [CrossRef]
- Francis, David J., Jack M. Fletcher, Karla K. Stuebing, G. Reid Lyon, Bennett A. Shaywitz, and Sally E. Shaywitz. 2005. Psychometric Approaches to the Identification of LD: IQ and Achievement Scores Are Not Sufficient. Journal of Learning Disabilities 38: 98–108. [Google Scholar] [CrossRef] [PubMed]
- Galusha-Glasscock, Jeanine M., Daniel K. Horton, Myron F. Weiner, and C. Munro Cullum. 2016. Video teleconference administration of the repeatable battery for the assessment of neuropsychological status. Archives of Clinical Neuropsychology 31: 8–11. [Google Scholar] [CrossRef] [Green Version]
- Garb, Howard N., Scott O. Lilienfeld, and Katherine A. Fowler. 2016. Psychological assessment and clinical judgment. In Psychopathology: Foundations for a Contemporary Understanding, 4th ed. Edited by James E. Maddux and Barbara A. Winstead. New York: Routledge and Taylor and Francis Group, pp. 111–26. [Google Scholar]
- Gicas, Kristina M., Theone S. E. Paterson, Nicholas F. Narvaez Linares, and Wendy J. Loken Thornton. 2021. Clinical psychological assessment training issues in the COVID-19 era: A survey of the state of the field and considerations for moving forward. Canadian Psychology/Psychologie Canadienne 62: 44–55. [Google Scholar] [CrossRef]
- Goddard, Anna, Erin Sullivan, Paula Fields, and Suzanne Mackey. 2021. The future of telehealth in school-based health centers: Lessons from COVID-19. Journal of Pediatric Health Care: Official Publication of National Association of Pediatric Nurse Associates and Practitioners 35: 304–9. [Google Scholar] [CrossRef]
- Goss, Peter, and Julie Sonnemann. 2016. Widening gaps: What NAPLAN Tells Us about Student Progress. Grattan Institute. March. Available online: https://grattan.edu.au/wp-content/uploads/2016/03/937-Widening-gaps.pdf (accessed on 16 March 2023).
- Grosch, Maria C., Michael C. Gottlieb, and C. Munro Cullum. 2011. Initial practice recommendations for teleneuropsychology. The Clinical Neuropsychologist 25: 1119–33. [Google Scholar] [CrossRef]
- Gumbrecht, Jamie, Jacqueline Howard, and Deidre McPhillips. 2023. WHO says COVID-19 is No Longer a Global Health Emergency. CNN. May 5. Available online: https://www.cnn.com/2023/05/05/health/who-ends-covid-health-emergency/index.html (accessed on 5 May 2023).
- Hamner, Taralee, Cynthia F. Salorio, Luther Kalb, and Lisa A. Jacobson. 2022. Equivalency of in-person versus remote assessment: WISC-V and KTEA-3 performance in clinically referred children and adolescents. Journal of the International Neuropsychological Society 28: 835–44. [Google Scholar] [CrossRef]
- Hass, Michael R., and Brian P. Leung. 2021. When You Can’t R.I.O.T., R.I.O.: Tele-assessment for School Psychologists. Contemporary School Psychology 25: 33–39. [Google Scholar] [CrossRef] [PubMed]
- Hirko, Kelly A., Jean M. Kerver, Sabrina Ford, Chelsea Szafranski, John Beckett, Chris Kitchen, and Andrea L. Wendling. 2020. Telehealth in response to the COVID-19 pandemic: Implications for rural health disparities. Journal of the American Medical Informatics Association 27: 1816–18. [Google Scholar] [CrossRef] [PubMed]
- Hodge, Marie A., Rebecca Sutherland, Kelly Jeng, Gillian Bale, Paige Batta, Aine Cambridge, Jeanette Detheridge, Suzi Drevensek, Lynda Edwards, Margaret Everett, and et al. 2019. Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder. Journal of Telemedicine and Telecare 25: 431–37. [Google Scholar] [CrossRef]
- Horn, John L. 1965. Fluid and Crystallized Intelligence: A Factor Analytic and Developmental Study of the Structure among Primary Mental Abilities. Unpublished Doctoral dissertation, University of Illinois, Champaign. [Google Scholar]
- Individuals with Disabilities Education Improvement Act. 2004. 20 U.S.C. § 1400. Available online: https://www.govinfo.gov/app/details/USCODE-2011-title20/USCODE-2011-title20-chap33-subchapI-sec1400 (accessed on 3 March 2023).
- Kaufman, Alan S., and Nadeen L. Kaufman. 2004. K-TEA II: Kaufman Test of Educational Achievement: Comprehensive Form. Circle Pines: American Guidance Service. [Google Scholar]
- Kaufman, Alan S., and Nadeen L. Kaufman. 2014. Kaufman Test of Educational Achievement—Third Edition (KTEA-3). Bloomington: NCS Pearson. [Google Scholar]
- Kaufman, Alan S., and Nadeen L. Kaufman. 2022a. Kaufman Brief Intelligence Test, 2nd ed. Revised. Bloomington: NCS Pearson. [Google Scholar]
- Kaufman, Alan S., and Nadeen L. Kaufman. 2022b. Kaufman Brief Intelligence Test, 2nd ed. KBIT-2 Revised Manual. Bloomington: NCS Pearson. [Google Scholar]
- Kavale, Kenneth A., Lucinda S. Spaulding, and Andrea P. Beam. 2009. A time to define: Making the specific learning disability definition prescribe specific learning disability. Learning Disability Quarterly 32: 39–48. [Google Scholar] [CrossRef] [Green Version]
- Keith, Timothy Z., and John H. Kranzler. 1999. The absence of structural fidelity precludes construct validity: Rejoinder to Naglieri on what the cognitive assessment system does and does not measure. School Psychology Review 28: 303–21. [Google Scholar] [CrossRef]
- Kinnard, Meg, and Maryclaire Dale. 2020. School shutdowns raise stakes of digital divide for students. Public Broadcasting Corporation. March 30. Available online: https://www.pbs.org/newshour/education/school-shutdowns-raise-stakes-of-digital-divide-for-students (accessed on 2 April 2023).
- Krach, Shelley K., Michael P. McCreery, Lindsay Dennis, Jessika Guerard, and Erika L. Harris. 2020a. Independent evaluation of Q-Interactive: A paper equivalency comparison using the PPVT-4 with preschoolers. Psychology in the Schools 57: 17–30. [Google Scholar] [CrossRef]
- Krach, Shelley K., Tracy L. Paskiewicz, and Malaya M. Monk. 2020b. Testing our children when the world shuts down: Analyzing recommendations for adapted tele-assessment during COVID-19. Journal of Psychoeducational Assessment 38: 923–41. [Google Scholar] [CrossRef]
- Kranzler, John H., Kacey Gilbert, Christopher R. Robert, Randy G. Floyd, and Nicholas F. Benson. 2019. Further examination of a critical assumption underlying the dual-discrepancy/consistency approach to specific learning disability identification. School Psychology Review 48: 207–21. [Google Scholar] [CrossRef]
- Kranzler, John H., Kathrin E. Maki, Nicholas F. Benson, Tanya L. Eckert, Randy G. Floyd, and Sarah A. Fefer. 2020. How do school psychologists interpret intelligence tests for the identification of specific learning disabilities? Contemporary School Psychology 24: 445–56. [Google Scholar] [CrossRef]
- Kranzler, John H., Randy G. Floyd, Nicholas Benson, Brian Zaboski, and Lia Thibodaux. 2016. Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth. International Journal of School and Educational Psychology 4: 124–36. [Google Scholar] [CrossRef]
- Kudo, Milagros F., Cathy M. Lussier, and H. Lee Swanson. 2015. Reading disabilities in children: A selective meta-analysis of the cognitive literature. Research in Developmental Disabilities 40: 51–62. [Google Scholar] [CrossRef] [PubMed]
- Leung, Brian. 1993. Assessment is a R.I.O.T.! Communiqué 22: 1–6. [Google Scholar]
- Loh, Poh-kooi, Mark Donaldson, Leon Flicker, Sean Maher, and Peter Goldswain. 2007. Development of a telemedicine protocol for the diagnosis of Alzheimer’s disease. Journal of Telemedicine and Telecare 13: 90–94. [Google Scholar] [CrossRef] [PubMed]
- Love, Hayley, Nirmita Panchal, John Schlitt, Caroline Behr, and Samira Soleimanpour. 2019. The use of telehealth in school-based health centers. Global Pediatric Health 6: 2333794X19884194. [Google Scholar] [CrossRef]
- Luxton, David D., Anton P. Sirotin, and Matthew C. Mishkind. 2010. Safety of telemental healthcare delivered to clinically unsupervised settings: A systematic review. Telemedicine and e-Health 16: 705–11. [Google Scholar] [CrossRef]
- Luxton, David D., Karen O’Brien, Russell A. McCann, and Mattew C. Mishkind. 2012. Home-based telemental healthcare safety planning: What you need to know. Telemedicine and e-Health 18: 629–33. [Google Scholar] [CrossRef] [Green Version]
- Luxton, David D., Larry D. Pruitt, and Janyce E. Osenbach. 2014. Best practices for remote psychological assessment via telehealth technologies. Professional Psychology: Research and Practice 45: 27–35. [Google Scholar] [CrossRef] [Green Version]
- Macmann, Gregg M., David W. Barnett, Thomas J. Lombard, Evelyn Belton-Kocher, and Michael N. Sharpe. 1989. On the actuarial classification of children: Fundamental studies of classification agreement. The Journal of Special Education 23: 127–49. [Google Scholar] [CrossRef]
- Maki, Kathrin E., and Sarah R. Adams. 2019. A current landscape of specific learning disability identification: Training, practices, and implications. Psychology in the Schools 56: 18–31. [Google Scholar] [CrossRef] [Green Version]
- Maki, Kathrin E., and Sarah R. Adams. 2020. Specific learning disabilities identification: Do the identification methods and data matter? Learning Disability Quarterly 43: 63–74. [Google Scholar] [CrossRef]
- Maki, Kathrin E., Randy G. Floyd, and Triche Roberson. 2015. State learning disability eligibility criteria: A comprehensive review. School Psychology Quarterly 30: 457–69. [Google Scholar] [CrossRef] [PubMed]
- Maki, Kathrin E., John H. Kranzler, and Jessica M. Wheeler. 2022a. Ethical dilemmas in school psychology: Which dilemmas are most prevalent today and how well prepared are school psychologists to face them? School Psychology Review, 1–12. [Google Scholar] [CrossRef]
- Maki, Kathrin E., John H. Kranzler, and Mary E. Moody. 2022b. Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data. Journal of School Psychology 92: 33–48. [Google Scholar] [CrossRef] [PubMed]
- Marcin, James P., Ulfat Shaikh, and Robin H. Steinhorn. 2016. Addressing health disparities in rural communities using telehealth. Pediatric Research 79: 169–76. [Google Scholar] [CrossRef]
- McGill, Ryan J., and Angelia R. Spurgin. 2017. Exploratory higher order analysis of the Luria interpretive model on the Kaufman Asses ment Battery for Children-Second Edition (KABC-II) school-age battery. Assessment 24: 540–52. [Google Scholar] [CrossRef]
- McGill, Ryan J., Thomas J. Ward, and Gary L. Canivez. 2020. Use of translated and adapted versions of the WISC-V: Caveat emptor. School Psychology International 41: 276–94. [Google Scholar] [CrossRef]
- McNicholas, Patrick J., Randy G. Floyd, Isaac L. Woods Jr., Leah J. Singh, Meredith S. Manguno, and Kathrin E. Maki. 2018. State special education criteria for identifying intellectual disability: A review following revised diagnostic criteria and Rosa’s Law. School Psychoogy Quarterly 33: 75–82. [Google Scholar] [CrossRef]
- Miciak, Jeremy Jack M. Fletcher, Karla K. Stuebing, Sharon Vaughn, and Tammy D. Tolar. 2014. Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly 29: 21–37. [Google Scholar] [CrossRef] [Green Version]
- Miller, Justin B., and William B. Barr. 2017. The technology crisis in neuropsychology. Archives of Clinical Neuropsychology 32: 541–54. [Google Scholar] [CrossRef]
- Munson, Jeffrey, Geraldine Dawson, Lindsay Sterling, Theodore Beauchaine, Andrew Zhou, Elizabeth Koehler, Catherine Lord, Sally Rogers, Marian Sigman, Annette Estes, and et al. 2008. Evidence for latent classes of IQ in young children with autism spectrum disorder. American Journal on Mental Retardation 113: 439–52. [Google Scholar] [CrossRef] [Green Version]
- Naglieri, Jack A., Tulio M. Otero, and Jagannath Prasad Das. Forthcoming. Cognitive Assessment System-Second Edition: Online Version. Austin: PRO ED.
- National Association of School Psychologists. 2020a. Telehealth: Virtual Service Delivery Updated Recommendations. Available online: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/special-education-resources/telehealth-virtual-service-delivery-updated-recommendations (accessed on 3 February 2023).
- National Association of School Psychologists. 2020b. The Professional Standards of the National Association of School Psycho Gists. Available online: https://www.nasponline.org/standards-and-certification/professional-ethics (accessed on 3 February 2023).
- National Association of School Psychologists. 2021. Improving School and Student Outcomes: The Importance of Addressing the Shortages in School Psychology [handout]. Available online: https://www.nasponline.org/research-and-policy/policy-priorities/critical-policy-issues/shortage-of-school-psychologists/improving-school-and-student-outcomes-(video) (accessed on 3 March 2023).
- Nazneen, Nazneen, Agata Rozga, Christopher J. Smith, Ron Oberleitner, Gregory D. Abowd, and Rosa I. Arriaga. 2015. A Novel System for Supporting Autism Diagnosis Using Home Videos: Iterative Development and Evaluation of System Design. JMIR mHealth and uHealth 3: e68. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- New York State Education Department. 2023. Digital Equity Survey Data. Available online: http://www.nysed.gov/edtech/digital-equity-survey-data (accessed on 12 March 2023).
- Office for Civil Rights Office (OCR) of Special Education and Rehabilitative Services. 2020. Supplemental Fact Sheet: Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities. Available online: https://www2.ed.gov/about/offices/list/ocr/frontpage/faq/rr/policyguidance/Supple%20Fact%20Sheet%203.21.20%20FINAL.pdf (accessed on 24 January 2023).
- Pearson. 2021. Telepractice and the WISC–V. Available online: https://www.pearsonassessments.com/content/dam/school/global/clinical/us/asets/telepractice/guidance-documents/telepractice-and-the-wisc-v.pdf (accessed on 12 January 2023).
- Reschly, Daniel J., and John L. Hosp. 2004. State SLD Identification Policies and Practices. Learning Disability Quarterly 27: 197–213. [Google Scholar] [CrossRef]
- Reynolds, Cecil R., and Randy W. Kamphaus. 2015. Reynolds Intellectual Assessment Scales, 2nd ed. Lutz: PAR. [Google Scholar]
- Reynolds, Cecil R., Randy W. Kamphaus, and PAR Staff. 2020. Administration Guidelines for the Reynolds Intellectual Assessment Scales, Second Edition/Reynolds Intellectual Screening Test, Second Edition (RIAS-2/RIST-2) Remote. [White Paper]. Lutz: PAR. [Google Scholar]
- Schneider, W. Joel, and Alan S. Kaufman. 2017. Let’s not do away with comprehensive cognitive assessments just yet. Archives of Clinical Neuropsychology 32: 8–20. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Schrank, Frederick A., Kevin S. McGrew, and Nancy Mather. 2014a. Woodcock–Johnson IV Tests of Cognitive Abilities. Rolling Meadows: Riverside. [Google Scholar]
- Schrank, Frederick A., Nancy Mather, and Kevin S. McGrew. 2014b. Woodcock–Johnson IV Tests of Achievement. Rolling Meadows: Riverside. [Google Scholar]
- Shore, Jay H., Peter Yellowlees, Robert Caudill, Barbara Johnston, Carolyn Turvey, Matthew Mishkind, Elizabeth Krupinski, Kathleen Myers, Peter Shore, Edward Kaftarian, and et al. 2018. Best practices in video conferencing based telemental health. Telemedicine Journal and E-Health 24: 827–32. [Google Scholar] [CrossRef]
- Stifel, Skye Daniel K. Feinberg, Yuexin Zhang, Mei-Ki Chan, and Rhea Wagle. 2020. Assessment during the COVID-19 pandemic: Ethical, legal, and safety considerations moving forward. School Psychology Review 49: 438–52. [Google Scholar] [CrossRef]
- Stuebing, Karla K., Jack M. Fletcher, Josette M. LeDoux, G. Reid Lyon, Sally E. Shaywitz, and Bennett A. Shaywitz. 2002. Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal 39: 469–518. [Google Scholar] [CrossRef]
- Stuebing, Karla K., Jack M. Fletcher, Lee Martin-Branum, and David J. Francis. 2012. Evaluation of the technical adequacy of three methods for identifying specific learning disabilities based on cognitive discrepancies. School Psychology Review 41: 3–22. [Google Scholar] [CrossRef]
- Styck, Kara M., Alexander A. Beaujean, and Marley W. Watkins. 2019. Profile reliability of cognitive ability subscores in a referred sample. Achives of Scientific Psychology 7: 119–28. [Google Scholar] [CrossRef]
- Temple, Valerie, Caroll Drummond, S. Valiquette, and Emoke Jozsvai. 2010. A comparison of intellectual assessments over video conferencing and in-person for individuals with ID: Preliminary data. Journal of Intellectual Disability Research 54: 573–77. [Google Scholar] [CrossRef]
- United States Department of Education. 2020. Questions and Answers on Providing Services to Children with Disabilities during the Coronavirus Disease 2019 Outbreak. Available online: https://sites.ed.gov/idea/files/qa-covid-19-03-12-2020.pdf (accessed on 15 December 2022).
- Wadsworth, Hannah E., Jeanine M. Glasscock-Galusha, Kyle B. Womack, Mary Quiceno, Myron F. Weiner, Linda S. Hynan, Jay Shore, and C. Munro Cullum. 2016. Remote neuropsychological assessment in rural American Indians with and without cognitive impairment. Achives of Clinical Neuropsychology 31: 420–25. [Google Scholar] [CrossRef] [Green Version]
- Watkins, Marley W., and Gary L. Canivez. 2004. Temporal stability of WISC-III subtest composite: Strengths and weaknesses. Psychlogical Assessment 16: 133–38. [Google Scholar] [CrossRef] [PubMed]
- Watkins, Marley W., and Lourdes G. Smith. 2013. Long-term stability of the Wechsler Intelligence Scale for Children—Fourth Edition. Psychological Assessment 25: 477–83. [Google Scholar] [CrossRef] [PubMed]
- Watkins, Marley W., Gary L. Canivez, Stefan C. Dombrowski, Ryan J. McGill, Alison E. Pritchard, Calliope B. Holingue, and Lisa A. Jacobson. 2022. Long-term stability of wechsler intelligence scale for children–fifth edition scores in a clinical sample. Applied Neuropschology: Child 11: 422–28. [Google Scholar] [CrossRef]
- Wechsler, David. 2014. Wechsler Intelligence Scale for Children, 5th ed. Bloomington: NCS Pearson. [Google Scholar]
- Weiner, Irving B. 1989. On competence and ethicality in psychodiagnostic assessment. Journal of Personality Assessment 53: 827–31. [Google Scholar] [CrossRef]
- Woodcock, Richard W. 1973. Woodcock Reading Mastery Tests. Circle Pines: American Guidance Services. [Google Scholar]
- Woodcock, Richard W., and Mary B. Johnson. 1977. Woodcock-Johnson Psycho-Educational Battery. Boston: Teaching Resources. [Google Scholar]
- Wright, A. Jordan. 2018a. Equivalence of Remote, Online Administration and Traditional, Face-to-Face Administration of the Reynolds Intellectual Assessment Scales-Second Edition (White Paper). Available online: https://pages.presencelearning.com/rs/845-NEW-442/iages/Content-PresenceLearning-Equivalence-of-Remote-Online-Administration-of-RIAS-2-White-Paper.pdf (accessed on 19 December 2022).
- Wright, A. Jordan. 2018b. Equivalence of remote, online administration and traditional, face-to-face administration of the Woodcock-Johnson IV cognitive and achievement tests. Archives of Assessment Psychology 8: 23–35. [Google Scholar]
- Wright, A. Jordan. 2020. Equivalence of remote, digital administration and traditional, in-person administration of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Psychological Assessment 32: 809–17. [Google Scholar] [CrossRef]
- Wright, A. Jordan, and Susie E. Raiford. 2021. Essentials of Psychological Tele-Assessment. Hoboken: Wiley Blackwell. [Google Scholar]
Professional Organization | Guidelines |
---|---|
APA 1 |
|
NASP 2 |
|
Pearson 3 |
|
IOPC 4 |
|
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Mulligan, C.A.; Ayoub, J.L. Remote Assessment: Origins, Benefits, and Concerns. J. Intell. 2023, 11, 114. https://doi.org/10.3390/jintelligence11060114
Mulligan CA, Ayoub JL. Remote Assessment: Origins, Benefits, and Concerns. Journal of Intelligence. 2023; 11(6):114. https://doi.org/10.3390/jintelligence11060114
Chicago/Turabian StyleMulligan, Christy A., and Justin L. Ayoub. 2023. "Remote Assessment: Origins, Benefits, and Concerns" Journal of Intelligence 11, no. 6: 114. https://doi.org/10.3390/jintelligence11060114