Telepractice and the WRMT-III
The telepractice information in this document is intended to support psychologists and qualified professionals in making informed, well-reasoned decisions around remote assessment. This information is not intended to be comprehensive regarding all considerations for assessment via telepractice. It should not be interpreted as a requirement or recommendation to conduct assessment via telepractice. Examiners should remain mindful to:
- Follow professional best practice recommendations and respective ethical codes
- Follow telepractice regulations and legal requirements from federal, state and local authorities, licensing boards, professional liability insurance providers, and payors
- Develop competence with assessment via telepractice through activities such as practicing, studying, consulting with other professionals, and engaging in professional development.
Examiners should use their clinical judgment to determine if assessment via telepractice is appropriate for a particular examinee, referral question, and situation. There are circumstances where assessment via telepractice is not feasible and/or is contraindicated. Documentation of all considerations, procedures, and conclusions remains a professional responsibility.
Several professional organizations and experts have provided guidance on telepractice assessment (American Psychological Association Services [APA Services], 2020;Association of State and Provincial Psychology Boards, 2013; Grosch, et al., 2011; Interorganizational Practice Committee, 2020; Stolwyk, et al., 2020) to assist psychologists in decision making and ethical and legal practice issues.
The Woodcock Reading Mastery Test, Third Edition (WRMT–III; Pearson, 2011) can be administered in a telepractice context by using digital tools from Q-global®, Pearson’s secure online-testing and scoring platform. Specifically, Q-global digital assets (e.g. stimulus book) are visible to an examinee in another location via the screen-sharing features of teleconference platforms. Details regarding Q-global and how it is used are provided on the Q-global product page.
A spectrum of options is available for administering the WRMT-III via telepractice; however, it is important to consider the fact that the normative data were collected via face-to-face assessment. Telepractice is a deviation from the standardized administration, and the methods and approaches to administering the WRMT-III via telepractice should be supported by research and practice guidelines when appropriate.
Providers engaging in telepractice assessment may train facilitators to work with them on a regular basis in order to provide greater coverage to underserved populations (e.g. only two providers within a 500-mile radius, shortage of school psychologists within a school district). If such a facilitator is well trained and in a professional role (i.e. a facilitator), they can help present the entire WRMT-III as would be expected in a face-to-face mode. If a professional facilitator is not used, it impacts the workflow of the session, subtest selection, and the approach to deriving composite scores.
In times when social distancing is necessary (such as the COVID-19 pandemic), using a professional facilitator may not be safe or feasible. If testing must occur under these conditions, the examinee may participate without the help of an onsite facilitator. If the examiner determines that no facilitator is required, the examinee can assist with technological and administrative tasks during testing and should be oriented to these responsibilities prior to, and again at the beginning of the session. An initial virtual meeting should occur in advance of the testing session to address numerous issues specific to testing via telepractice. This initial virtual meeting is described in the administrative and technological tasks portion of the Examiner Considerations section and referred to in various sections below. The examiner should consider best practice guidelines, the referral question, and the examinee’s condition, as well as telepractice equivalence study conditions to determine if this is possible and appropriate. Independent examinee participation may not be possible or appropriate, for example, for examinees with low cognitive ability or with low levels of technological literacy and experience.
If the examiner determines that the examinee cannot participate independently, and testing must occur under social distancing constraints, the only facilitator available maybe someone in the examinee’s home (e.g., a parent, guardian, or caretaker). If the onsite facilitator is not in a professional role (i.e., nonprofessional facilitator), they can assist with technological and administrative tasks during testing and should be oriented to these responsibilities in the initial virtual meeting and again at the beginning of the session.
Professional and nonprofessional facilitators typically do not remain in the room with the examinee throughout the testing session. The examiner should plan to minimize (as much as possible) the need for the facilitator to remain in the room. In rare cases when the facilitator must remain in the room, they should do so passively and unobtrusively, and merely to monitor and address the examinee’s practical needs, as well as any technological or administrative issues as necessary. The facilitator’s role should be defined clearly by the examiner. The facilitator should only perform those functions the examiner approves and deems necessary. In any case, if a facilitator is necessary it is preferred that the facilitator remain accessible.
Conclusion
The WRMT-III was not standardized in a telepractice mode, and this should be taken into consideration when utilizing this test via telepractice and interpreting results. For example, the examiner should consider relying on convergence of multiple data sources and/or being tentative about conclusions. Provided that the examiner has thoroughly considered and addressed the factors and the specific considerations as listed above, the examiner should be prepared to observe and comment about the reliable and valid delivery of the test via telepractice. Materials may be used via telepractice without additional permission from Pearson in the following published contexts:
- WRMT–III manual, stimulus books, audio files, Rapid Automatic Naming Cards via Q-global®
Any other use of the WRMT–III via telepractice is not currently recommended. This includes, but is not limited to, scanning the paper stimulus book or Rapid Automatic Naming cards; holding the materials physically up in the camera's viewing area; or uploading a manual onto a shared drive or site.
References
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Telepractice–Face-to-Face Mode
See Table 1
- Brearly, T., Shura, R., Martindale, S., Lazowski, R., Luxton, D., Shenal, B., & Rowland, J. (2017). Neuropsychological test administration by videoconference: A systematic review and meta-analysis. Neuropsychology Review, 27(2), 174–186.
- Cullum, C. M., Hynan, L. S., Grosch, M., Parikh, M., & Weiner, M. F. (2014). Teleneuropsychology: Evidence for video teleconference-based neuropsychological assessment. Journal of the International Neuropsychological Society, 20, 1028–1033.
- Galusha-Glasscock, J., Horton, D., Weiner, M., & Cullum, C. M. (2016). Video teleconference administration of the Repeatable Battery for the Assessment of Neuropsychological Status. Archives of Clinical Neuropsychology, 31(1), 8–11.
- Grosch, M., Weiner, M., Hynan, L., Shore, J., & Cullum, C. M. (2015). Video teleconference-based neurocognitive screening in geropsychiatry. Psychiatry Research, 225(3), 734–735.
- Hildebrand, R., Chow, H., Williams, C., Nelson, M., & Wass, P. (2004). Feasibility of neuropsychological testing of older adults via videoconference: Implications for assessing the capacity for independent living. Journal of Telemedicine and Telecare, 10(3), 130–134. https://doi.org/10.1258/135763304323070751
- Hodge, M., Sutherland, R., Jeng, K., Bale, G., Batta, P., Cambridge, A., Detheridge, J., Drevensek, S., Edwards, L., Everett, M., Ganesalingam, K., Geier, P., Kass, C., Mathieson, S., McCabe, M., Micallef, K., Molomby, K., Ong, N., Pfeiffer, S., … Silove, N. (2019). Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder. Journal of Telemedicine and Telecare, 25(7), 431–437. https://doi.org/10.1177/1357633X18776095
- Ragbeer, S. N., Augustine, E. F., Mink, J. W., Thatcher, A. R., Vierhile, A. E., & Adams, H. R. (2016). Remote assessment of cognitive function in juvenile neuronal ceroid lipofuscinosis (Batten disease): A pilot study of feasibility and reliability. Journal of Child Neurology, 31, 481–487. https://doi.org/10.1177/0883073815600863
- Stain, H. J., Payne, K., Thienel, R., Michie, P., Vaughan, C., & Kelly, B. (2011). The feasibility of videoconferencing for neuropsychological assessments of rural youth experiencing early psychosis. Journal of Telemedicine and Telecare, 17, 328–331. https://doi.org/10.1258/jtt.2011.101015
- Sutherland, R., Trembath, D., Hodge, A., Drevensek, S., Lee, S., Silove, N., & Roberts, J. (2017). Telehealth language assessments using consumer grade equipment in rural and urban settings: Feasible, reliable and well tolerated. Journal of Telemedicine and Telecare, 23(1), 106–115. https://doi.org/10.1177/1357633X15623921
- Temple, V., Drummond, C., Valiquette, S., & Jozsvai, E. (2010). A comparison of intellectual assessments over video conferencing and in-person for individuals with ID: Preliminary data. Journal of Intellectual Disability Research, 54(6), 573–577. https://doi.org/10.1111/j.1365-2788.2010.01282.x
- Wadsworth, H., Galusha-Glasscock, J., Womack, K., Quiceno, M., Weiner, M., Hynan, L., Shore, J., & Cullum, C. (2016). Remote neuropsychological assessment in rural American Indians with and without cognitive impairment. Archives of Clinical Neuropsychology, 31(5), 420–425. https://doi.org/10.1093/arclin/acw030
- Wadsworth, HE, Dhima, K., Womack, K.B, Hart, J., Weiner, M. F., Hynan, L. S., & Cullum, C. M. (2018). Validity of teleneuropsychological assessment in older patients with cognitive disorders. Archives of Clinical Neuropsychology 33(8), 1040–1045. https://doi.org/10.1093/arclin/acx140
- Wright, A.J. (2018a). Equivalence of remote, online administration and traditional, face-to-face administration of the Woodcock-Johnson IV cognitive and achievement tests. Archives of Assessment Psychology, 8(1), 23-35.
- Wright, A. J. (2018b). Equivalence of remote, online administration and traditional, face-to-face administration of the Reynolds Intellectual Assessment Scales-Second Edition. https://pages.presencelearning.com/rs/845-NEW-442/images/Content-PresenceLearning-Equivalence-of-Remote-Online-Administration-of-RIAS-2-White-Paper.pdf
Digital–Traditional Format
See Table 2
- Daniel, M. H. (2012). Equivalence of Q-interactive administered cognitive tasks: WISC–IV (Q-interactive Technical Report 2). Pearson. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/q-interactive/009-s-Technical%20Report%202_WISC-IV_Final.pdf
- Daniel, M. H. (2013). Equivalence of Q-interactive and paper scoring of academic tasks: Selected WIAT–III subtests (Q-interactive Technical Report 3). Pearson. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/q-interactive/008-s-Technical-Report-5-WIAT-III.pdf
- Daniel, M. H., Wahlstrom, D., & Zhang, O. (2014). Equivalence of Q-interactive and paper administrations of cognitive tasks: WISC®–V (Q-interactive Technical Report 8). Pearson. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/q-interactive/003-s-Technical-Report_WISC-V_092514.pdf
- Raiford, S. E., Holdnack, J. A., Drozdick, L. W., & Zhang, O. (2014). Q-interactive special group studies: The WISC–V and children with intellectual giftedness and intellectual disability (Q-interactive Technical Report 9). Pearson. Retrieved from http://www.helloq.com/content/dam/ped/ani/us/helloq/media/Technical_Report_9_WISC-V_Children_with_Intellectual_Giftedness_and_Intellectual_Disability.pdf
- Raiford, S. E., Drozdick, L. W., & Zhang, O. (2015). Q-interactive special group studies: The WISC–V and children with autism spectrum disorder and accompanying language impairment or attention-deficit/hyperactivity disorder (Q-interactive Technical Report 11). Pearson. http://images.pearsonclinical.com/images/assets/WISC-V/Q-i-TR11_WISC-V_ADHDAUTL_FNL.pdf
- Raiford, S. E., Drozdick, L. W., & Zhang, O. (2016). Q-interactive special group studies: The WISC–V and children with specific learning disorders in reading or mathematics (Q-interactive Technical Report 13). Pearson. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/q-interactive/012-s-Technical_Report_9_WISC-V_Children_with_Intellectual_Giftedness_and_Intellectual_Disability.pdf
- Raiford, S. E., Zhang, O., Drozdick, L. W., Getz, K., Wahlstrom, D., Gabel, A., Holdnack, J. A., & Daniel, M. (2016). Coding and Symbol Search in digital format: Reliability, validity, special group studies, and interpretation (Q-interactive Technical Report 12). Pearson. https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/q-interactive/002-Qi-Processing-Speed-Tech-Report_FNL2.pdf