Conducting Psychoeducational Assessments during the COVID-19 Crisis: The Danger of Good Intentions

Autor/inn/en	Farmer, Ryan L.; McGill, Ryan J.; Dombrowski, Stefan C.; Benson, Nicholas F.; Smith-Kellen, Stephanie; Lockwood, Adam B.; Powell, Steven; Pynn, Christina; Stinnett, Terry A.
Titel	Conducting Psychoeducational Assessments during the COVID-19 Crisis: The Danger of Good Intentions
Quelle	In: Contemporary School Psychology, 25 (2021) 1, S.27-32 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGill, Ryan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00293-x
Schlagwörter	Psychoeducational Methods; Educational Assessment; Psychological Evaluation; School Psychology; Decision Making; COVID-19; Pandemics; Telecommunications; Student Evaluation + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Psychosoziale Beurteilung; Schulpsychologie; Decision-making; Entscheidungsfindung; Telekommunikationstechnik; Schulnote; Studentische Bewertung
Abstract	Decision-makers in school psychology are presently engaged in the process of determining how to, if possible, move forward with conducting mandated psychoeducational evaluations of students in schools during the pandemic. Whereas prominent organizations within the profession (e.g., American Psychological Association, National Association of School Psychologists) have issued guidance and encouraged practitioners to delay testing, it is not clear whether that is a viable option in every jurisdiction. Accordingly, professionals are now considering the potential use of telehealth platforms to conduct assessments, in some form, as we move forward and deal with this crisis. The goal of this brief commentary is to raise some provisional limitations associated with the use of telehealth to conduct psychological assessments that we believe will have to be considered as use of these platforms is debated. Recommendations for professional practice are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01