A Practical Guide on Problem-Solving Teleconsultation in Schools

ABSTRACT

School consultants often use problem-solving consultation when working with educators and caregivers to support the behavioral and academic outcomes of students. Considering some of the well-known limitations to in-person service delivery, consultants have increasingly relied on telecommunications as a medium through which to deliver problem-solving consultation, namely teleconsultation. Thus, this paper serves as a practical guide for school consultants, who work with educators and caregivers, on how to implement each stage of the problem-solving teleconsultation process. With an emphasis given to supports delivered through technology, we provide general guidance and empirically-supported recommendations for how to develop and maintain a strong working alliance with consultees, engage in effective communication practices, strive for equitable practices when collaborating with ethnically and racially diverse populations, monitor treatment progress and deliver performance feedback, and deliver teleconsultation in accordance with state and federal law.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Hunter C. King

Hunter C. King is a BCBA and schcol psychology doctoral candidate at the University of Utah. His research interests involve the direct and indirect provision of behaviorally-oriented supports for challenging behavior. He is also interested in the use of technology as a service delivery medium when consulting with caregivers and educators.

Shengtian Wu

Dr. Shengtian Wu completed received training at the doctoral program of school psychology at Mississippi State University. He is passionate about expanding school psychology services to a large number of children within and outside of the U.S. His research interests include academic interventions, applied behavior analysis in school and clinic settings, multiculturalism, school consultation, and international school psychology.

Bradley S. Bloomfield

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

Aaron J. Fischer

Dr. Aaron J. Fischer is the Dee Endowed Professor of school psychology, adjunct associate professor of psychiatry, and co-director of the University of Utah Huntsman Mental Health Institute's School Mental Health Collaborative. He is a Licensed Psychologist and Licensed Board Certified Behavior Analyst. He has worked with individuals with mental and behavioral health concerns, and their families for over 15 years. His research focuses on the the intersection of innovative technology and school mental health, specifically telehealth applications to support diverse students, caregivers, and educators.

Lauren E. Martone

Lauren E. Martone, M.A., M.Ed. earned her master’s degree in clinical psychology at Minnesota State University, Mankato and is currently a school psychology doctoral student at the University of Utah. Her current research interests broadly include the development and implementation of practitioner-friendly, behavior-analytic interventions in schools to address behavioral and mental health concerns in children and adolescents.