Using Review360 remotely via telepractice
A telepractice session takes place with an examiner and a student in two different locations. Using a high-speed internet connection and a secure teleconference platform, an examiner, a student, and a facilitator or proctor in the student location join a web-based meeting via two web-enabled devices with audio and video capability. The examiner and student can see and hear one another throughout the session, and text, pictures, and video can be shared through the teleconference platform.
This telepractice information is intended to support you 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.
You should remain mindful to:
- Follow professional best practice recommendations and respective ethical codes
- Follow telepractice regulations and legal requirements from federal, provincial 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.
You should use your 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.
Review360®’s web-based behavior improvement system can be used remotely or in the classroom to screen students, monitor progress, and provide interventions. It gives teachers the training and recommendations, based on data, to help support student behavior.
While Review360® is typically used via computers, it also works on any web-enabled devices such as smart phones and tablets, making data collection simple and flexible.
Did you know that the Strategy Videos can be shared with parents? Check out the Resources for Parents section.
Progress monitoring
Teachers can share strategies and/or accommodations for students with progress monitoring plans. Watch the Create a Plan (APP, BTP, BMP, LIPP, SST, SLP) and Accommodations videos in the Training widget to review the steps for generating and sharing the Strategies and Accommodations Tip Sheets.
To collect progress monitoring data at home, download and email the student’s Blank Point Sheet. Data collection frequency, objective rating rubric, strategy/accommodation ratings, and the process to return the form should be communicated to the student’s caregivers.
Watch the Score a Plan (APP, BTP, BMP, LIPP, SST, SLP) videos in the Training widget to review steps for collecting data once the Point Sheet is returned. The Plan Reports videos review the steps necessary to generate and share the Daily and Summary Reports. Returned forms can be uploaded using the Case Management feature. Watch the Case Management video in the Training widget for information about storing documents.
Screeners
An administrator can schedule a BASCTM-3 BESS or SSISTM SEL screener. Once scheduled, teachers can access the screener using their Review360 account.
Please Note: The calibration and norming of the screeners were not done within a telepractice context. As such, the educator administering these measures should use their professional judgement to determine if the telepractice assessment experience for a given student was comparable to a typical assessment experience at school.
An administrator can schedule a BESS screener using the Teacher, Parent, and/or Student Forms. An entire class of students can be rated in approximately 60 minutes based on the teacher’s most recent observations within the classroom prior to the shelter-in-place mandate. Alternatively, teachers can rate the students based on their observations during distance learning to see how students are currently functioning. Parents and students will access their forms with a unique URL generated and shared by the administrator. These forms can be completed on any web-enabled device (smart phone, tablet, or computer). Reports can be aggregated by the school, classroom, grade, student groups, and individual students.
- Administrators: Watch the Creating a Universal Screener and Universal Screener Management videos in your Training widget.
- Teachers: Watch the Completing a BESS Screener video in your Training widget.
How to videos:
- Activity To Do List
At times, students may have difficulty focusing on the task at hand. An Activity To Do List can be used to assist these students as they struggle with organization skills and task completion. - Aggression Action Plan
Aggression Action Plan should be used to prevent physical harm to self and others and assist the student in regaining emotional control. - Assignment Adaptations
Assignment Adaptations can be used to assist those students who may have difficulty completing assignments or who may become overwhelmed with the volume of work in front of them. - Assignment Review
Assignment Review teaches the student how to set aside time to review the accuracy of their work. - Behavior Contract
A Behavior Contract can be used for a variety of reasons to elicit the desired behavior from the student. Behavior Contracts can be used to address academic concerns, correct misbehavior, or to reinforce newly or previously taught behavior skills. - Classroom Climate Control
Classroom Climate Control provides steps to ensure a positive classroom experience for all by setting expectations, teaching and practicing expectations, developing consistent procedures, developing lesson plans, and modeling appropriate behavior. - Class Schedule Check Point
Class Schedule Check Point can be used to assist students who are struggling with academics or who simply don’t like school. Having a written class schedule helps provide structure and guidance to the student. - Compliance Training
Compliance Training is a strategy designed to assist you in getting the student to follow your directives/directions. - Compliance Training Follow Through
Compliance Training Follow Through is a more intensive intervention strategy that can be used to assist in getting the student to follow directions if Compliance Training was not successful. - Cool Down Time
Cool Downs should be used when the student begins to exhibit the signs of losing control of their emotions. - Guided Instruction
Guided Instruction is a strategy used to help the student complete assignments by having the student repeat the instructions to ensure understanding. - Immediate Remediation
Immediate Remediation is a verbal intervention technique used to interrupt verbally aggressive behavior and get the student back on task. - Limit Setting
Limit Setting is an effective tool used to get students to comply with instructions. - Line Assignment
Line Assignment is an effective strategy to deal with students who skip, cut, or push others while in line.
- Preferential Class Placement
Preferential Classroom Placement can be used to decrease minor infractions and increase time on task. - Planned Ignoring
Planned Ignoring is a strategy used to withhold attention for minor behavior infractions or for students whose inappropriate behavior is used to get attention. - Positive Praise
Positive Praise is a strategy used to increase desired behaviors and to decrease less-desirable behaviors by reinforcing those that are positive. - Positive Reinforcement
Getting the student to do what you want them to do sometimes requires more than simply asking them. Positive Reinforcement involves using a reinforcer to increase the behavior you would like to see. - Proximity Control
Proximity Control is a strategy involving moving closer to the student which can correct minor and/or inappropriate behavior without drawing attention to them. - Redirect/Restate
There are times during the day when students may forget about what they should be doing and get distracted or off task. Redirect/Restate is a strategy used to get the student back on task. - Restate
Some students may have trouble completing assignments or following directions for several reasons, and having the student restate your expectations can help you get the response you want. - Reference Check
Reference Check is a strategy used to make sure that the student is clear about what to do prior to engaging in an activity. - Selecting Appropriate Consequences
Selecting an appropriate consequence that matches the behavior can be difficult when frustrated. Appropriate consequences should be proportional to the behavior and depend greatly on the adult’s ability to follow through with the consequence. - Storage Bins
Storage Bin is an effective strategy that can aid students who may lose things, don’t have materials ready, or are often off task. Having a permanent storage bin for students to store and retrieve their materials can be a helpful start to organizing their day. - Structured Movement
Structured Movement is a proactive strategy designed to cut down on minor behavior problems associated with students who have difficulty staying in an assigned area during work time. - Student Conference
Student Conference is an early intervention strategy used to get the student back on track and to correct minor to moderate behavior infractions. - Transition Countdown
Transition Countdown is used to move students from one activity to another with minimal behavioral distractions. - Wait Time
Wait Time is a strategy used to teach students to pause and think before they speak.
Summary
Review360 can be used in a telepractice context. This guide serves as a framework to support the administration and use. In addition, educators should be sure to adhere to their national/state organization’s and local education agency’s recommendations regarding telepractice.
The calibration and norming of the screeners were not done within a telepractice context. As such, the educator administering these measures should use their professional judgement to determine if the telepractice assessment experience for a given student was comparable to a typical assessment experience at school.