Remote Psychological Assessment: How can we incorporate advances in telehealth technology whilst maintaining best practice?
As Educational Psychologists, we may be increasingly required to assess children and young people virtually/remotely; when in person assessments aren’t feasible and/or to improve timely access to support, regardless of physical location. The use of current and emerging telehealth and virtual technologies provide an opportunity for Psychologists and other health care professionals to expand the capabilities of our practice, in line with advancements in technology. The increased user demand for technology as well as the continued growth of telemental health services is likely to continue to push the need for telehealth-based psychological assessments (Luxton, Pruitt and Osenbach, February 2014).
When engaging in remote/virtual assessments, it is the responsibility of Psychologists to remain cognisant of the appropriateness of remote assessments (thereby ensuring validity) and to be familiar with available research and guidelines on remote assessment. Ultimately, the decision to conduct remote psychological assessment should depend on both the practitioner’s and user’s comfort level with the process. Psychologists will need to carefully consider the appropriateness of any assessment measure or technique on a case-by-case basis.
By maintaining appropriate knowledge, preparation and practice, adapting tools thoughtfully, and closely involving parents and teachers, Educational Psychologists can continue supporting children's learning and development effectively, even online.
Here are some key considerations and approaches:
1. Consider the appropriateness of a remote assessment
Consider whether the environmental conditions and remote location are conducive to the assessment process. The location of the room should ensure comfort and privacy and be free from distraction. These considerations are especially important for home-based assessments because the Psychologist may have less control of the environment than in an office/school setting.
Consider technological limitations that may affect assessment results, such as network connection quality.
Acknowledge that it is likely to be more difficult to accurately observe additional subtle non-verbal cues remotely (such as body posture, foot tapping, facial flushing etc). Seek feedback from others in the room, if appropriate.
Consider whether there might be an increased risk of dishonest responses (i.e. searching on the internet for responses) and manage this accordingly.
Consider any potential sensory difficulties that could impair a person’s ability to use technology optimally. Use technological aids (i.e. headsets, screen magnification devices) or involvement of adults/ caregivers if appropriate and needed.
Consider whether the child and those contributing to the process (parents/teachers) accept the digital process as this will affect their willingness to participate and therefore the validity of results.
Consider cultural and social variables which may affect how familiar/comfortable certain population groups may be with digital technologies.
Consider privacy factors– ensure that electronic safeguards used to ensure confidentiality during remote psychological assessments.
2. Selecting assessment measures for the virtual space: psychometric considerations
Carefully consider the validity and reliability of assessment measures when conducted remotely. Administration procedures for some assessments may not lend themselves to remote administration, such as the Block Designs subtest of the WISC-V.
Remain cognisant of the factors that can influence the psychometric properties of the assessment when administered remotely and interpret results with this in mind.
Acknowledge any assessment limitations and appropriately disclose and document them accordingly.
Be familiar with the available scientific literature regarding a measure or technique’s appropriateness for use. Keep up with the scientific literature as well as publications by organisations such as the BPS/APA.
3. Preparing the child/young person
Before the assessment, it is helpful to prepare the child and parent/teacher, explaining the process in a way that feels comfortable. This might include an introductory video call or pre-session activities that help children become familiar with the online platform. Parent/teacher involvement is particularly important in virtual assessments, as they often help manage logistics and provide context about the child/young person’s behaviour during the session.
Katherine Chambers, January 2025
Reference made to: Luxton, Pruitt and Osenbach (2014, February). Best Practices for Remote Psychological Assessment via Telehealth Technologies. Professional Psychology: Research and Practice. Vol 45, No. 1, 27-35