A telepractice session includes an examiner in one geographical location and an examinee at a different location. Using a high-speed internet connection and a secure software platform designed for web-based meetings (i.e., teleconference platform), an examiner and examinee—along with a facilitator in the examinee location, if necessary—join a shared web-based meeting via computers with audio and video capability. The examiner and examinee can see and hear one another throughout the session. Text, pictures, and video can be shared through the teleconference platform.
The Kaufman Test of Educational Achievement–Third Edition (KTEA–3; Kaufman & Kaufman, 2014) can be administered in a telepractice context by using digital tools from Q-global®, Pearson’s secure online-testing platform. Specifically, Q-global digital assets (e.g., stimulus books) can be shown via the screen-sharing features of teleconference platforms to an examinee in another location. Details regarding Q-global and how it is used are provided on the Q-global product page.
The available options for administering the KTEA–3 via telepractice vary based on the role of the onsite facilitator. If the onsite facilitator is a well-trained professional, telepractice can involve the entire test as per usual.
During the COVID-19 pandemic, however, the only facilitator available may be someone in the examinee’s home. If using an onsite facilitator who is not in a professional role (e.g., parent/guardian), the examiner should use their professional judgment about the capacity of the facilitator to perform the required functions correctly and without interfering in the testing session. If deemed appropriate, the onsite facilitator can open response booklets provided in an envelope (as outlined in the Test/Test Materials section) during the session.
If the onsite facilitator is a parent/guardian, follow the guidelines outlined in the administration manual regarding the presence of a parent or guardian in the room to ensure adherence to standard administration procedures. As specified in the manual, it is very rare that the parent/guardian stays in the room during testing. The parent/guardian may only make audiovisual adjustments and, if deemed appropriate, manage response booklets.
The onsite facilitator can play an even more limited role without managing response booklets if necessary. For example, the facilitator may operate audiovisual equipment only. If response booklets are not used, fewer scores can be derived.