4. Training Blueprint Technology Professional and Student Professional Functioning Data gathering and storage Monitoring student performance and progress Assessment Record keeping Communication with various audiences Observation Data-based decision making Program evaluation Research Assistive Technology Benefit from alternative modes of communication Keyboard skills may assist students with fine-motor difficulties Computer accessibility options (e.g., large font screens, speech recognition software) can assist students with a wide variety of visual, auditory, and motor problems

5. Training Blueprint: Technology Potential Dangers Need to protect student confidentiality Need to protect test security Awareness of what is online for youth seeking information and consultation: Idealized physical attributes Diets Drugs Bullying Advocates of self-injurious behavior Potential addiction to technology (e.g., video games, pornography) Potential to limiting genuine (versus virtual) social interactions Digital divide, where technology is often more accessible to those with more economic resources.

7. How long do we maintain client files? Outdated storage techniques File Corruption and Viruses Retiring Old Equipment Maintaining copyright is harder with virtual environments Selling tests on eBay

8. Psychometrically Sound Must be qualified to administer AND interpret the findings Confidentiality Double-locked Faxes Secure Emails (https:// instead of http:// ) Secure Online Forms

9. NASP Ethics

10. Benefit is that it decreases human error in scoring. Types of information available: Scores: Raw scores, Standard Scores, Percentile Ranks Statistical Data: Within-test Score Comparisons, Progress Monitoring Narratives: Intervention Plans, Psychological Interpretations, Computer-Generated Reports Only for the one test (not derived from multiple sources of data). Removes professional judgment and clinical opinion. Often worded in an overly technical manner that is difficult for the average parent to understand.

11. School psychologists ensure that an individual providing consent for school psychological services is fully informed about the nature and scope of services offered, assessment/intervention goals and procedures… (NASP I.1.3). School psychologists review all of their written documents for accuracy, signing them only when correct. (NASP II.2.1) A psychological or psychoeducational assessment is based on a variety of different types of information from different sources. (NASP II.3.3) LEA shall … not use any single measure or assessment as the sole criterion for determining whether a child is a child with a disability or determining an appropriate educational program for the child. (IDEA, 2004)

12. Change already existing tests to be administered through a computer with few changes. Social, emotional, and behavioral testing do this frequently. Be wary of psychometric issues as often there is not new norms for the “computer-based version.”

13. Continuous Performance Tests (CPT) Processing Speed (to the millisecond) (ANAM) Iterative Algorithm Difficulty of items is predetermined Goal is to identify what level of difficulty person performs. If an item is answered correctly, a more difficult item is given; if it is incorrect then an easier one is given

14. NASP and IDEA When using computer-administered assessments, computer-assisted scoring, and/or interpretation programs, school psychologists choose programs that meet professional standards for accuracy and validity. School psychologists use professional judgment in evaluating the accuracy of computer-assisted assessment findings for the examinee. (NASP, II.3.2) LEA shall insure that evaluation materials used to assess a child are used for purposes for which the assessments or measures are valid and reliable. (IDEA, 2004)

15. Report Writers Possible Writers Score and Report (evalulogix.com) Team Report Writer (turbopsy.com) School psychologists adequately interpret findings and present results in clear, understandable terms so that the recipient can make informed choices. (NASP II.3.8)

16. Autism Scales Test Name Computer Scoring Computer AdministrationExtras Autism Diagnostic Observation Schedule (ADOS) UnlimitedNoneScores Only Autism Diagnostic Interview – Revised (ADI-R) Unlimited Scores Only Social Communication Questionnaire (SCQ) Unlimited Scores Only Gilliam Autism Rating Scale – Second Edition (GARS – 2) Unlimited Scores Only Gilliam Asperger’s Disorder Scale (GADS) None Childhood Autism Rating Scale – Second Edition (CARS2) None Sattler & Krach

17. Adaptive Behavior Test Name Computer Scoring Computer AdministrationExtras Vineland Adaptive Behavior Scales - Second Edition (VABS) UnlimitedNoneExpanded Narrative AAMR Adaptive Behavior Scale – School: Second Edition (ABS-S:2) None AAMR Adaptive Behavior Scale – R&C: Second Edition (ABS-RC:2) None Scales of Independent Behavior- Revised (SIB-R) UnlimitedNoneScores Only Adaptive Behavior Assessment System – II (ABAS-II) UnlimitedNoneExpanded Narrative Battelle Developmental Inventory, 2 nd Edition (BDI-2) UnlimitedNoneScores Only Sattler & Krach

18. Broad Measures of Behavior, Social & Emotional Functioning Test Name Computer Scoring Computer AdministrationExtras Millon Adolescent Clinical Inventory (MACI) Pay Per Use Expanded Narrative Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A) Pay Per Use Expanded Narrative Personality Inventory for Youth (PIY) 25 UsesNoneScores Only Behavior Assessment System for Children – Second Edition (BASC-2) UnlimitedPay Per UseExpanded Narrative Child Behavior Checklist for Ages 6-18 (CBCL/ 6-18); (TRF) (YSR) UnlimitedA.R.Expanded Scores Brief Narrative Child Behavior Checklist for Ages 1½ -5 (CBCL/ 1½ - 5); (C-TRF) UnlimitedA.R.Expanded Scores Sattler & Krach

19. Broad Measures of Behavior, Social & Emotional Functioning Test Name Computer Scoring Computer AdministrationExtras Connors’ Rating Scales – Third Edition (CRS-3) UnlimitedSet of 25Expanded Narrative Expanded Scores Devereux Scales of Mental Disorders (DSMD) None Eyberg Child Behavior Inventory (ECBI) None Jesness Inventory – Revised (JI-R) Pay Per Use Expanded Narrative Expanded Scores Personality Inventory for Children – Second Edition (PIC-2) Set of 25 Brief Narrative Expanded Scores Revised Behavior Problem Checklist (RBPC) None Reynolds Adolescent Adjustment Screening Inventory (RASI) None Sattler & Krach

20. Parenting and Family Variables Test Name Computer Scoring Computer AdministrationExtras Parent-Child Relationship Inventory (PCRI) Set of 25NoneScores Only Parenting Satisfaction Scale (PSS) None Parenting Stress Index – Third Edition (PSI-3) UnlimitedPay Per UseBrief Narrative Parenting Stress Index – Short Form (PSI-3) UnlimitedPay Per UseBrief Narrative Sattler & Krach

21. Anxiety and Depression Scales Test Name Computer Scoring Computer AdministrationExtras Beck Anxiety Inventory for Youth (BYI-III) None Beck Depression Inventory for Youth (BYI-III) None Children’s Depression Inventory – Second Edition (CDI-2) UnlimitedNoneExpanded Narrative Expanded Scores Reynolds Child Depression Scale (BYI-III) None Reynolds Adolescent Depression Scale – Second Edition (RADS-2) None Sattler & Krach

23. http://www.onlinetherapyinstituteblog.com

24. School psychologists recognize the strengths and limitations of their training and experience, engaging only in practices for which they are qualified. (NASP II.1.1) When obtaining informed consent for treatment for which generally recognized techniques and procedures have not been established, psychologists inform their clients/patients of the developing nature of the treatment, the potential risks involved, alternative treatments that may be available, and the voluntary nature of their participation. (APA Ethics, 10.01)

25. Assistive Technology IDEA defines an 'assistive technology device' as...any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. IDEA defines an 'assistive technology service' as...any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes - (A) the evaluation... (B) purchasing, leasing, or otherwise providing for the acquisition devices... (C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing (D) coordinating and using other therapies, interventions, or services with assistive technology (D) training or technical assistance for such child, or...the family of such child... (F) training or technical assistance for professionals… Wrightslaw.com

26. Treatment of Phobias Acrophobia – Fear of Heights (Hodges et al., 1995) Arachnophobia – Fear of Spiders (Carlin et al. 1997) Claustrophobia (Botella et al., 1998) Social Anxiety (Anderson, et al., 2003)

27. Emotion Recognition for Persons’ with Autism (Moore, Cheng, McGrath & Powel, 2005) Social Reciprocity and Person’s with ASD (Cheng & Ye, 2009) Empathy Instruction for Persons’ with ASD (Cheng et al. 2010)

28. Social Skills (Martin, 2008) Leadership Skills Development (Reeves et al., 2007)

29. Online counseling can be a good option for group therapy for individuals from isolated social groups (Shernoff, 2000). Online counseling has been shown to work well with emotionally disturbed adolescents in helping them learn relationship-oriented verbal techniques (Zimmerman, 1987). In general, online counseling is preferred to no counseling at all, but the research is mixed as to how effective it is versus face-to-face.

30. Cognitive Bias Modification (C.B.M.) (Colin MacLeod, University of Western Australia) Goal is to modify a bias based on breaking up a subconscious belief system. Anxiety: Show 2 faces (one neutral & one hostile) then flash a letter on the portion of the screen showing the hostile face. The person then indicates the letter shown. The process of “pushing away” the negative image in place of the letter replaces a cognition that all faces are hostile. Treatment has had solid success similar to talk therapy.

31. Found that telephone consultation and text chat (especially when accompanied by live video stream) were viable alternatives to in-person (Astramovich, Jones, & Coker, 2004) IEP Team members and meeting are outlined in IDEA but NO REQUIREMENT of physical attendance of meeting. Client’s found tele-consultation acceptable but not better than in-person (Montani, et al, 1997)

33. Clinical-supervision.com: Issues in the provision of online supervision. Kanz, Jason E. Professional Psychology: Research and Practice, Vol 32(4), Aug 2001, 415-420. doi: 10.1037/0735-7028.32.4.41510.1037/0735-7028.32.4.415

34. AIMSweb Benchmark and progress monitoring system Based on paper/pencil testing Results reported via a web-based data management system. rtigraphs.com Excel based program to help with progress monitoring Basic versions available for free iSteep Web-based data management (paper-based probes) Intervention materials included Staff/ Faculty continuing education options

35. nasponline.org National Association of School Psychologists http://www.interventioncentral.org/ Intervention Central http://www.pbis.org/ OSEP Technical Assistance Center on Positive Behavioral Supports ncisla.wceruw.org National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA) http://www.goenc.com/ Eisenhower National Clearinghouse http://www.helphorizons.com: http://www.helphorizons.com Offers online and face-to-face counseling services.