A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record

Aaron J. Fischer, Melissa A. Collier-Meek, Bradley Bloomfield, William P. Erchul, Frank M. Gresham

Research output: Contribution to journalArticleResearchpeer-review

7 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)63-76
Number of pages14
JournalJournal of School Psychology
Volume63
DOIs
Publication statusPublished - 1 Aug 2017
Externally publishedYes

Keywords

  • Behavioral consultation
  • Consultation analysis record
  • Problem-solving consultation
  • Psychologists
  • Rural school psychology
  • Training school
  • Videoconferencing

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