A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record |
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| Institution: | 1. University of Utah, United States;2. University of Massachusetts Boston, United States;3. University of California, Riverside, United States;4. Louisiana State University, United States;1. Johns Hopkins University, Bloomberg School of Public Health, Department of Mental Health, 624 N. Broadway Ave., Baltimore, MD 21205, United States;2. Johns Hopkins School of Medicine, Department of Psychiatry and Behavioral Sciences, 550 N Broadway, 9th Floor, Baltimore, MD 21205, United States;3. Smith College, Department of Psychology, 10 Elm Street, Bass 218, Northampton, MA 01063, United States;4. Council for the Accreditation of Educator Preparation, 1140 19th St NW, Suite 400, Washington, DC 20036, United States;1. Department of Counseling and Human Development, University of Louisville, Louisville, KY, USA;2. Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville, Louisville, KY, USA;1. University of Oregon, 5262 University of Oregon, Eugene, OR 97403, United States;2. Southern Methodist University, United States;1. University of Pennsylvania, United States;2. Baylor University, United States;3. Education Development Center, Inc., Waltham, MA, United States;1. Roehampton University, United Kingdom;2. Université du Québec à Montréal, Canada;3. Cégep Régional de Lanaudière à Joliette, Canada |
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| Abstract: | School psychologists who experience challenges delivering face-to-face consultation may utilize videoconferencing to facilitate their consultation activities. Videoconferencing has been found to be an effective method of service delivery in related fields and emerging research suggests that it may be effective for providing teacher training and support in school settings. In this exploratory investigation, we used the Consultation Analysis Record (Bergan & Tombari, 1975) and its four indices to assess the effectiveness of conducting problem identification interviews via videoconferencing versus face-to-face. Overall, findings indicated significant differences across these two conditions, with videoconference interviews coded as having higher indices of content relevance, process effectiveness, and message control, but lower content focus, compared to face-to-face interviews. As these indices have been positively associated with favorable consultation outcomes, the results provide initial support for the effectiveness of consultation delivered via videoconferencing. |
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