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

Abstract

Consultation was formally introduced in school settings during the 1960s, with the first systematic review of the school consultation literature occurring roughly 40 years ago. The scrutiny that consultants placed on school consultation practice has led educators to identify different consultation models and delivery mediums, and assess the extent to which each remains feasible in the midst of an evolving educational landscape. In light of the ubiquitous presence of technology in schools, school consultants have increasingly used teleconsultation to ensure their continued support to students, families, and educators. Although a growing literature base supports the use of school teleconsultation, the overall status of this service delivery model is still unknown. As such, this systematic review provides a summary of the school teleconsultation literature, which included a total of 13 articles. The outcomes of this review were summarized in terms of services delivered through teleconsultation, consultation models, characteristics of the consultation triad, design quality characteristics, the technologies used, and study outcomes. Overall, summary outcomes provide preliminary evidence for the use of teleconsultation as an effective service delivery model for schools. The results of this review are further discussed in terms of using teleconsultation to support students and educators in schools.

Impact Statement

Two NASP domains permeate all service areas: data-based decision making and consultation and collaboration. The interplay between the two aforementioned NASP domains has been at the cornerstone of contemporary school consultation research with respect to technology integration. Teleconsultation has potential to serve as a contemporary medium allowing the unabated delivery of school psychology services to students and educators.

Keywords:

• teleconsultation
• schools
• technology
• service provision

Associate Editor:

• Frank Worrell

Acknowledgments

We would like to acknowledge the exemplary work of three research assistants at the University of Utah who supported this review, which include Eujae Yoo, Mikey R. Miller, and Jaehwan Kim B. S.

Additional information

Notes on contributors

Hunter C. King

Hunter C. King, MA, MEd, BCBA, earned his master’s in clinical psychology and is currently a school psychology doctoral student at the University of Utah. His primary interests regard the development and implementation of evidence-based, behavioral interventions for child and adolescent problem behavior. Within this vein, he focuses on the assessment and effectiveness of contemporary rewards for adolescent populations, behavioral momentum in free operant behaviors, and the use of technology to deliver consultative services to teachers and educators.

Bradley S. Bloomfield

Bradley S. Bloomfield, PhD, BCBA-D, as a lecturer in Applied Behaviour Analysis at Monash University. His research emphasizes indirect service delivery in supporting parents and teachers, evidence-based behavior interventions, as well as the use of technology within consultation and intervention.

Shengtian Wu

Shengtian Wu, PhD, NCSP, BCBA-D, is an assistant professor of school psychology program at the Illinois State University. He is a Board Certified Behavior Analyst and credentialed school psychologist. His work focuses on providing direct and indirect behavior analytic services to students, caregivers, and educators in the school, clinic, and home setting.

Aaron J. Fischer

Aaron J. Fischer, PhD, BCBA-D, is the Dee Endowed Professor of school psychology, adjunct assistant professor of psychiatry, and director of the Huntsman Mental Health Institute HOME program interdisciplinary pediatric feeding disorders clinic at the University of Utah. He is a Licensed Psychologist and Licensed Board Certified Behavior Analyst. His work focuses on integrating contemporary technology in behavior and mental health research and practice in schools and clinic settings.