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Technology Applications in School Psychology Consultation, Supervision, and Training
Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of Illustrations; Preface; PART I: Consultation and Supervision; 1. School-Based Teleconsultation Applications; Consultation Conceptual Frameworks; Integrating Technology in School-Based Consultation; Teleconsultation; Implementation Recommendations and Guidelines; Case Example; Conclusion; References; 2. Bug-in-the-Ear Training; Priority Concerns; Supporting Research; Future Directions; Practical Considerations; Ethical Considerations; Case Example; Conclusion; References
3. Video Modeling during Coaching and Performance FeedbackVideo Modeling; Critical Issues in the Effectiveness of Video Modeling; Conclusion; References; 4. Telepresence Robotics and Consultation; Telepresence Robotics; Critical Features of Telepresence Robotics; Telepresence Robotics in Medical and Human Service Settings; Telepresence Robotics in Education; Telepresence Robotics in Problem-Solving Consultation; Research Utilizing Telepresence Robotics in Problem-Solving Consultation; Future Directions; Training on Technology for Consultants; Training on Technology for Consultees
Additional Practical ConsiderationsConclusion; References; 5. The Use of Technology for Assessment and Intervention; Assessment; Academic, Cognitive, and Psychological Assessment; The Application of Technology in School-Based Interventions; On-Task Behavior; Conclusion; References; 6. Telesupervision: In-Field Considerations; Supervision in Schools; Telesupervision; Summary of a Variety of Telesupervision Applications; Ethical Considerations; Considerations for Effectively Using Telesupervision; Using Telesupervision when there are Significant Barriers to Supervision Delivery; Decision Guide
Case ExampleConclusion; Notes; References; 7. Telesupervision: Licensure and Infrastructure; Critical Issues in Telehealth Laws; Telesupervision Regulations; Professional Guidelines for Telesupervision; Telesupervision Quality; Developing Telesupervision Infrastructure; Conclusion; Notes; References; PART II: Training; 8. The Promise of Technology in the Recruitment and Retention of Culturally and Linguistically Diverse Students in School Psychology Programs; Racial/Ethnic, Gender, and Linguistic Diversity of School Psychologists
Racial/Ethnic, Gender, and Linguistic Diversity of School Psychology StudentsNeed for Diversity; Recruitment and Retention in School Psychology Programs; Lessons Learned from Professional Psychology Programs; The Promise of Technology in Recruiting and Retaining Students of Color in School Psychology; Conclusion: A Call to Action; References; 9. Virtual Training Platforms and School Psychology; Virtual Training Platform Research; Implications for Training; Potential Future Uses; Limitations; Best Practices in the Use of VTPs; Conclusion; References
edited by Aaron J. Fischer, Tai A. Collins, Evan H. Dart, and Keith C. Radley.
Includes bibliographical references and index.
Aaron J. Fischer is the Dee Endowed Professor of Educational Psychology and Adjunct Assistant Professor of Psychiatry at the University of Utah, USA. Tai A. Collins is Assistant Professor of School Psychology at the University of Cincinnati, USA. Evan H. Dart is Associate Professor in the School Psychology program in the Department of Psychology at the University of Southern Mississippi, USA. Keith C. Radley is Associate Professor in the School Psychology program in the Department of Educational Psychology at the University of Utah, USA.
Consultation, supervision, and professional learning in school psychology