Introduction

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Teletherapy is a rapidly growing field, and school psychologists are uniquely positioned to provide these services to students. Teletherapy offers a number of advantages for students, including convenience, flexibility, and access to high-quality services.

This blog post will provide a guide for school psychologists who are interested in getting started with teletherapy, based on guidelines from the National Association of School Psychologists (NASP). We will discuss the ethical considerations, scope of practice, service delivery, and documentation guidelines for teletherapy. We will also provide additional tips for school psychologists who provide teletherapy services to students.

Ethical Considerations

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School psychologists must adhere to the NASP Code of Ethics when providing tele-therapy services. This means that school psychologists must:

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• Act in the best interests of their clients.
• Maintain confidentiality of client information.
• Obtain informed consent from clients before providing services.
• Be competent to provide the services they are offering.
• Respect the diversity of their clients.
• Be honest and ethical in their professional dealings.

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In addition to the general ethical principles outlined in the NASP Code of Ethics, there are a few specific ethical considerations that school psychologists should keep in mind when providing teletherapy services:

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• Informed consent: School psychologists must obtain informed consent from clients before providing teletherapy services. This means that school psychologists must explain the nature of teletherapy, the risks and benefits of teletherapy, and the client's right to withdraw consent at any time.

• Confidentiality: School psychologists must maintain confidentiality of client information when providing teletherapy services. This means that school psychologists must take steps to protect client information from unauthorized access, disclosure, or modification.

• Competence: School psychologists must be competent to provide teletherapy services. This means that school psychologists must have the necessary skills and knowledge to provide high-quality services using telecommunications technology.

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School psychologists who follow these ethical guidelines can help to ensure that their clients receive high-quality teletherapy services in a safe and confidential environment.

Domains of Practice

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School psychologists can provide a variety of tele-therapy services, including assessment, intervention, consultation, and education, in accordance with the NASP Code of Ethics and the NASP Domains of Practice in School Psychology.

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Here are some examples of tele-therapy services that school psychologists can provide:

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• Assessment: School psychologists can use tele-therapy to conduct a variety of assessments, such as cognitive assessments, academic assessments, and social-emotional assessments.

• Intervention: School psychologists can use tele-therapy to provide intervention for a variety of issues, such as learning disabilities, behavioral problems, and social-emotional problems.

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• Consultation: School psychologists can use tele-therapy to consult with teachers, parents, and other professionals about students' needs.

• Education: School psychologists can use tele-therapy to provide education to students, parents, and other professionals about a variety of topics, such as mental health, bullying prevention, and social-emotional learning.

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School psychologists should only provide tele-therapy services that are appropriate for the client's needs and that they are competent to provide. This means that school psychologists should carefully consider the client's age, developmental level, and presenting concerns when determining whether tele-therapy is appropriate. School psychologists should also ensure that they have the necessary skills and knowledge to provide the specific teletherapy services that the client needs.

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Here are some additional tips for school psychologists when determining the scope of practice for tele-therapy:

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• Consider the client's needs and abilities. Some clients may not be appropriate for teletherapy services due to their age, developmental level, or presenting concerns.

• Make sure that you have the necessary skills and knowledge to provide the specific teletherapy services that the client needs.

• Be transparent with the client about the limitations of teletherapy. For example, teletherapy may not be appropriate for all types of assessments or interventions.

• Collaborate with other professionals, such as teachers and parents, to provide a comprehensive and integrated approach to services.

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Securing Informed Consent

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Prior to initiating any tele-therapy services, school psychologists must obtain informed consent from parents or guardians before providing services to students. The informed consent form should include the following information:

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• A description of the specific teletherapy services that will be provided
• The risks and benefits of telepractice
• The student's right to withdraw consent at any time
• The procedures that will be used to protect the student's confidentiality
• The student's right to complain about teletherapy services

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In addition to the above information, the informed consent form should also be written in a clear and concise manner, and it should be translated into the parent or guardian's preferred language, if necessary.

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Here are some tips for school psychologists when obtaining informed consent for teletherapy:

• Discuss teletherapy with parents or guardians early and often. This will help to ensure that they have a good understanding of what teletherapy is and how it can benefit their child.

• Be prepared to answer any questions that parents or guardians have about teletherapy. This includes questions about the risks and benefits, the cost, and the technology that will be used.

• Provide parents or guardians with a written copy of the informed consent form. This will give them time to review the form and ask any questions they may have before signing it.

• Make sure that parents or guardians understand that they have the right to withdraw consent at any time.

Optimal Service Delivery

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When providing tele-therapy services, school psychologists should use technology that is appropriate for the student's needs and that is accessible to the student. This means considering the student's age, developmental level, and access to technology. For example, a younger student may need to use a simpler video conferencing platform, while an older student may be able to use a more complex platform.

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School psychologists should also create a safe and confidential environment for tele-therapy sessions. This means choosing a quiet and private location for the session, and making sure that the client's background is not visible to others. School psychologists should also use a secure video conferencing platform, and avoid sharing personal information online.

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Finally, school psychologists should communicate regularly with students, their families, and schools about the client's progress. This can be done through email, phone calls, or video conferencing sessions. School psychologists should also provide students and their families with resources and support to help them implement the tele-0therapy plan at home.

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Here are some additional tips for school psychologists when delivering teletherapy services:

• Start each session with a check-in to see how the client is doing and to build rapport.
• Use a variety of teaching methods and activities to keep the client engaged.
• Take breaks throughout the session, especially if you are working with a younger student.
• Provide regular feedback to the client on their progress.
• End each session with a summary of what was learned and with a plan for the next session.

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Documentation

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School psychologists should document tele-therapy services accurately and completely. This documentation should include the following information:

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• Date, time, and duration of each session
• Services provided during each session
• Client progress
• Communication with parents/guardians and teachers
• Any other relevant information, such as technical difficulties or client absences

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In addition to the above information, school psychologists should also maintain records of all school-related documents that are relevant to the student's tele-therapy services, such as school records, IEPs, and behavior intervention plans (BIPs). This documentation can help the school psychologist to develop and implement an effective tele-therapy plan for the student.

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School psychologists should communicate regularly with schools to obtain school records, IEPs, and other relevant documents. This can be done through email, phone calls, or in-person meetings. School psychologists should also be prepared to share their own documentation with schools, as needed.

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Here are some additional tips for school psychologists when documenting teletherapy services:

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• Use a standardized documentation system. This will make it easier to track student progress and to communicate with other professionals about the student's services.

• Document regularly. Don't wait until the end of the week or the end of the month to document your sessions.

• Be specific and detailed in your documentation. Avoid using general statements or acronyms.

• Use objective language. Avoid using subjective statements or opinions.

• Proofread your documentation before submitting it.

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By following these tips, school psychologists can ensure that they are maintaining accurate and comprehensive documentation of their teletherapy services. This documentation is essential for ensuring the quality of services provided and for protecting the school psychologist's legal interests.

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Here are some additional tips for communicating with schools about school records, IEPs, and other relevant documents:

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• Be clear and concise in your communication.
• Be respectful of the school staff's time.
• Be responsive to the school staff's requests.
• Be willing to collaborate with the school staff to develop and implement an effective teletherapy plan for the student.

Practical Tips for Tele-Therapy Services

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Tele-therapy services offer a number of advantages for school psychologists and students, including convenience, flexibility, and access to high-quality services. However, it is important to take certain steps to ensure that teletherapy services are effective and engaging for students.

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This section will provide practical tips for school psychologists on how to deliver high-quality tele-therapy services to students. The tips will cover a variety of topics, including choosing the right technology, creating a dedicated space for sessions, and using a variety of teaching methods and activities.

Here are some practical tips for tele-therapy services for school psychologists:

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• Use a reliable and secure video conferencing platform. There are a number of different video conferencing platforms available, so it is important to choose one that is reliable, secure, and easy to use.

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• Test your technology before each session. Make sure that your webcam, microphone, and internet connection are all working properly.

• Create a dedicated space for tele-therapy sessions. This will help you to stay focused and to maintain confidentiality.

• Be mindful of the client's background. Make sure that the client is in a quiet and private location, and that their background is not visible to others.

• Start each session with a check-in. This will help you to get to know the client and to build rapport.

• Use a variety of teaching methods and activities. This will help to keep the client engaged and learning.

• Take breaks throughout the session. This is especially important if you are working with a younger student.

• Provide regular feedback to the client on their progress. This will help them to stay motivated and to track their own growth.

• End each session with a summary of what was learned and with a plan for the next session. This will help the client to prepare for their next session and to continue learning outside of the session.

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Here are some additional tips for school psychologists who provide tele-therapy services to students:

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• Collaborate with teachers and other school staff. This will help to ensure that the student is receiving consistent support across all of their settings.

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• Use data to track student progress. This will help you to identify areas where students need additional support and to make adjustments to the tele-therapy plan as needed.

• Be flexible and adaptable. Things don't always go according to plan when providing tele-therapy services. Be prepared to adjust your session as needed and to be patient with your students.

• Be mindful of student privacy and confidentiality. Use a secure video conferencing platform and avoid sharing personal information online.

Practical Tips for Tele-Assessment

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Tele-assessment is a valuable tool that can be used to assess students' academic, cognitive, social, and emotional skills. However, it is important to take certain steps to ensure that tele-assessments are accurate and reliable.

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This section will provide practical tips for school psychologists on how to conduct effective and engaging tele-assessments with students. The tips will cover a variety of topics, including choosing the right assessment tools, creating a dedicated space for assessments, and monitoring the student's progress during the assessment.

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Here are some practical tips for tele-assessment for school psychologists:

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• Choose the right assessment tools. Some assessment tools are better suited for tele-assessment than others. When choosing assessment tools, consider the following factors:
  

• The age and developmental level of the student
• The purpose of the assessment
• The student's access to technology
• The school psychologist's experience with tele-assessment

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• Test your technology before the assessment. Make sure that your webcam, microphone, and internet connection are all working properly. You should also test the assessment tool to make sure that it is working properly on your computer and on the student's device.
  
  
• Create a dedicated space for the assessment. This will help to minimize distractions and to create a professional environment. The space should be well-lit and quiet.
  
  
• Provide clear instructions to the student. Explain to the student what to expect during the assessment and how to use the technology. You may also want to provide the student with a practice assessment so that they can get familiar with the format and the types of questions that will be asked.
  
  
• Monitor the student's progress during the assessment. Be sure to check in with the student regularly to make sure that they are understanding the instructions and that they are able to complete the assessment tasks. You may also want to record the assessment session so that you can review it later.
  
  
• Provide feedback to the student after the assessment. Discuss the student's performance with them and provide them with recommendations for next steps.
  
  

Here are some additional tips for school psychologists who provide tele-assessment services to students:

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• Collaborate with teachers and other school staff. This will help to ensure that the student is receiving consistent support across all of their settings.

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• Use data to track student progress. This will help you to identify areas where students need additional support and to make adjustments to the assessment plan as needed.

• Be flexible and adaptable. Things don't always go according to plan when providing tele-assessment services. Be prepared to adjust your session as needed and to be patient with your students.

• Be mindful of student privacy and confidentiality. Use a secure video conferencing platform and avoid sharing personal information online.

Embracing the Benefits of Telepractice

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Recognizing the advantages of telepractice is crucial for school psychologists. Telepractice can enable school psychologists to expand their outreach, particularly to students in remote or underserved areas. It can also reduce operational costs and streamline service provision, ultimately enhancing the overall therapeutic and assessment experience.

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Here are some of the benefits of telepractice for school psychologists:

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• Increased access to services: Telepractice allows school psychologists to provide services to students who may not have access to traditional in-person services. This includes students in rural or underserved areas, students with disabilities that make it difficult to travel, and students who are homebound due to illness or injury.

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• Convenience: Telepractice is convenient for both students and their families. Students can receive services from home, which eliminates the need for travel time and expense. Families can also be more involved in their child's therapy and assessment sessions, as they can participate from the comfort of their own home.

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• Flexibility: Telepractice appointments can be scheduled at times that are convenient for students and their families. This can be especially helpful for students who have busy schedules or who live in different time zones.

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• Cost savings: Telepractice can help school districts save money on transportation costs, office space, and other resources.

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School psychologists who are interested in providing telepractice services can find a number of resources available to help them get started. There are professional organizations that offer training and support for telepractice providers, as well as online resources and communities where school psychologists can learn from and share their experiences with each other.

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By embracing the benefits of telepractice, school psychologists can expand their outreach, improve access to services, and provide more convenient and flexible services to their students.

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Conclusion

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Tele-therapy and tele-assessment offer a number of advantages for school psychologists and students. Telepractice can help school psychologists to expand their outreach, provide more convenient and flexible services, and reduce operational costs. Tele-assessment can help school psychologists to assess students' academic, cognitive, social, and emotional skills in an efficient and effective manner.

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While tele-therapy and tele-assessment offer a number of advantages, it is important to note that they are not appropriate for all students or for all types of services. It is important for school psychologists to carefully consider the student's needs and the specific services being provided when deciding whether to use teletherapy or tele-assessment.

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School psychologists who are interested in providing teletherapy or tele-assessment services should seek out training and support from professional organizations and other experienced providers. There are a number of resources available to help school psychologists get started and to provide high-quality telepractice and tele-assessment services to their students.

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