Telepractice and the SSIS-SEL

The SSIS SEL can be administered in a telepractice context by utilizing Pearson’s Q-Global® software system. Details regarding the Q-global system and how it is used are provided on the Q-global product page. For additional support, please refer to the Resource Library tab in Q-global. Open the SSIS SEL folder and click on the document titled "Using your Digital Assets on Q-global".

The SSIS SEL has three components: Two evaluation tools; The Screening and Progress Monitoring Scales, and the Rating Forms; and an aligned SEL curriculum; the Classwide Intervention Program.

Administration formats for the Evaluation tools: The Screening and Monitoring scales include a rating form that is completed by teachers. The Rating Scales are available in three administration forms: A Student form (ages 8-18:11), a Parent form (ages 3-18:11) and a Teacher form (ages 3-18:11). Please refer to the SSIS SEL edition Manual to help with decisions regarding which forms are appropriate for each client/referral question.

SSIS Social-Emotional Learning Edition (SSIS SEL)

See pricing options

How to Use Components in a Telepractice setting

The Screening and Progress Monitoring scales

The Screening and Monitoring scales can be administered on Q-global

Q-global: The scales are completed by the teacher, who is rating each individual student’s social emotional learning competencies based on their observations from their most recent 3 to 4 weeks of classroom experience with students. Q-global will produce individual student reports.

The SSIS SEL Edition Teacher, Parent, and Student Forms

The SSIS SEL Edition Teacher, Parent, and Student Forms can be used by school psychologists, behavior specialists, or other qualified education professionals to obtain a comprehensive view of a student’s social–emotional functioning from different perspectives. To assess a student, professionals can use Q-global to e-mail links to teachers, parents and students so that they can complete the rating forms. It is suggested that for younger students (8-12 years) that parents assist them in the process by reviewing the instructions and ensuring that they understand the task. Q-global will produce individual student reports.

The Classwide Intervention Program (CIP)

The Classwide Intervention Program (CIP) is a curriculum of intervention skill units and resources for students ages 4-14. These units can be made available to Educational professionals and teachers to use virtually with students. The SSIS SEL Classwide Intervention Program manual, which is available through Q-Global and Review360 includes lessons for the 23 skill units and a description of an easy-to-understand 6-step instructional process (Tell-Show-Do-Practice-Monitor Progress-Generalize) that can used to teach students these skills. The SSIS SEL CIP website contains resources for the Skill units including step by step lessons. These resources can be shared by educators with parents. These resources can be found in the SSIS SEL CIP manual which can be accessed through both Q-Global. School Psychologists and other similar education professionals can use the results from the SSIS SEL assessment tools to help prioritize the selection of CIP units based on the students’ areas of SEL need.

Perfect companion, the SSIS SEL Classwide Intervention Program Virtual Guidelines

Theme-specific information for forced-choice assessment administrations and the SSIS SEL

Using SSIS SEL assessment and intervention tools in a telepractice service delivery model requires an understanding of the interplay between a number of complex issues. In addition to the general information on our telepractice overview page, professionals should address five factors (Eichstadt et al., 2013) when planning for administering SSIS SEL via telepractice:

1. Audiovisual Equipment

If you require video viewing during the administration, make sure the full face of the examinee is in view.
If you require audio interaction during the administration, make sure the audio is working as expected. Test the audio prior to the administration either through the examinee’s speakers or headset and ensure a high-quality audio environment is present.
Make sure the examinee's environment is free from distractions.

2. Examiner Factors

3. Examinee Factors

As noted on the general telepractice page, please ensure that a remote assessment administration is appropriate for the client and for the purpose of the assessment.
Ensure that examinee is able and prepared to appropriately engage in the testing session and that they are well rested, can adequately attend to the test, and are ready to fully participate in the test session.
There may be some administrations where an examinee headset is not appropriate or feasible. In these instances, make sure you have a web camera with an embedded microphone or a standalone microphone with the volume turned up to a comfortable level.

4. Test/Test Materials

5. Other/Miscellaneous

If you are administering the test using the Remote On-Screen Administration (ROSA) function of Q-global while the client is in a remote location, it may be advisable that a facilitator is onsite with the client to assist with the log in process and start the assessment if the examinee's computer is controlling the session, or to ensure that the appropriate client response is captured if the assessment is being administered via screen sharing/video-conferencing capabilities.
The facilitator should also be trained in and able to provide support should it be required during the test session for any reason, including if the examinee should show any indication of personal distress during the assessment.
Always state in your report that the test was administered via telepractice, and briefly describe the method of telepractice used. For example, “The SSIS-SEL was administered by remote on-screen administration through the Q-global system, and the facilitator monitored the administration using a live video connection.”
Make a clinical judgment, similar to a face-to-face session, whether or not you are able to gather the examinee's best performance. Report your clinical decision(s) in your report and comment on the factors that led to this decision and your reporting or lack of reporting of the scores. For example, "The remote testing environment appeared free of distractions, adequate rapport was established with the examinee via video and s/he appeared appropriately engaged in the task throughout the session. No significant technological problems were noted during administration, and the results are considered to be a valid estimate of the examinee's skills/abilities."
When a rating scale is completed by a student, ideally someone should be present when they are completing it in case the student begins to experience emotional distress and then the facilitator can then provide support as needed.

Select References to Date

Please refer to the following studies for considerations regarding telepractice:

Butcher, J., Perry, J., & Hahn, J. (2004). Computers in clinical assessment: Historical developments, present status, and future challenges. Journal of Clinical Psychology, 60, 331-345.

Henry, B.W., Block, D.E., Ciesla, J.R., et al. (2017). Clinician behaviors in telehealth care delivery: a systematic review. Advances in health science education, 22, 869–888 (2017). https://doi.org/10.1007/s10459-016-9717-2

Juárez, A. P., Weitlauf, A. S., et al. (2018). Early Identification of ASD Through Telemedicine: Potential Value for Underserved Populations. Journal of autism and developmental disorders, 48(8), 2601–2610. https://doi.org/10.1007/s10803-018-3524-y

Luxton, D. D., Pruitt, L. D., & Osenbach, J. E. (2014). Best practices for remote psychological assessment via telehealth technologies. Professional psychology: research and practice, 45(1), 27–35. https://doi.org/10.1037/a0034547

Russell M. et al (2003). Computer-Based Testing and Validity: A Look Back and into the Future. Technology and Assessment Study Collaborative, Boston College.

Professional assessments

Digital solutions

Product ranges

Featured UK publishing partners

Featured topics

Clinical Training

Research

Webinars & blogs

Ordering

Account information

Manage orders

Contact us

Telepractice and the SSIS-SEL

How to Use Components in a Telepractice setting

Theme-specific information for forced-choice assessment administrations and the SSIS SEL

Select References to Date

A customer reflects on using Q-global digital stimulus books and manuals:

ASSESSMENTS

CLINICAL LEGAL POLICIES

HELP & SUPPORT

ABOUT PEARSON