Computers and connectivity
Two computers with audio and video capability and stable Internet connectivity—one for the examiner and one for the examinee—are required. A web camera, microphone, and speakers or headphones are required for both the examiner and the examinee. A second computer screen or split-screen format on a large computer monitor for the examiner is helpful to allow a view of the digital administration and scoring manual, but the examiner can also use the paper format manual or the Q-interactive® platform. The second computer monitor or large screen also tends to make sharing test content more straightforward for the examiner.
Image/screen size
When items with visual stimuli are presented, the digital display on which visual stimuli are presented to the examinee should be at least 9.7” measured diagonally, similar to an iPad or iPad Air. Smaller screens, such as those of iPad minis, small tablet PCs, and smartphones, are not allowed for examinee-facing content, as these have not been examined empirically and may affect stimulus presentation, examinee response, and validity of the test results. It is recommended that computer screens used for teleconference assessment be at least 15” measured diagonally. Some teleconferencing platforms shrink the size of images, so the facilitator should verify the image size in the initial virtual meeting. Image size in displays should be the same size as in the original paper stimulus book, even when screen size varies. Similarly, presenting stimuli on extremely large screens has not been examined, so the same precaution applies. At the beginning of the testing session, the examiner may ask for a peripheral camera or device (as described later in this section) to be aimed at the examinee’s screen to ensure that the examinee’s screen is displaying images in the correct aspect ratio and not stretching or obscuring the stimuli.
Teleconference platform
A teleconference platform is required. Screensharing capability is required if anything other than items with verbal stimuli and responses are administered.
Video
High-quality video (HD preferred) is required during the administration. Make sure the full faces of the examiner and the examinee are seen using each respective web camera. The teleconference platform should allow all relevant visual stimuli to be fully visible to the examinee when providing instruction or completing items; the view of the examiner should not impede the examinee’s view of visual test stimuli.
Screensharing digital components
Digital components are shared within the teleconferencing software as specified in Table 1. There are two ways to view digital components in the Q-global Resource Library: through the pdf viewer in the browser window or full screen in presentation mode. Always use full screen (i.e., presentation) mode for digital components viewed by the examinee. This provides the cleanest presentation of test content without onscreen distractions (e.g., extra toolbars). Refer to Using Your Digital Assets on Q-global in the Q-global Resource Library for complete directions on how to enter presentation mode.
Test item security in the audiovisual environment
The examiner is responsible for ensuring test item security is maintained, as outlined in the Terms and Conditions for test use. The examiner should address test security requirements with the examinee (and facilitator, if applicable) during the informed consent process. The examiner should make it clear that the video should not be captured, photos should not be taken, and stimuli should not be copied or recorded, as this is a copyright violation. The examinee must agree that they will not record (audio or visual) or take photos or screenshots of any portion of the test materials or testing session, and not permit anyone to observe the testing session or be in the testing room (except for a facilitator, when necessary). Any response pages used in the testing session must be returned to the examiner (see Assessment Procedures & Materials for more information).
Peripheral camera or device
A stand-alone peripheral camera that can be positioned to provide a view of the session from another angle or a live view of the examinee’s progress is helpful. Alternately, a separate device (e.g., a smartphone with a camera or another peripheral device) can be connected to the teleconference and set in a stable position to show the examinee’s pointing or written responses. The device’s audio should be silenced, and microphone should be muted to prevent feedback. The examiner should guide positioning of the peripheral camera/device before administering written response tasks (i.e., Figure Copy, Figure Recall, and Coding) so that the examiner can see that the examinee’s real-time responses.
In a typical telepractice session, it is more feasible to make a document or moveable camera available in the examinee’s location. However, while social distancing is necessary, the only camera available may be a stationary camera integrated into the examinee’s laptop or computer screen. It is unrealistic to expect examinees to have document cameras within their homes. It may be necessary for examiners to think creatively about how to use a smartphone in the examinee’s location to gain a view of the examinee’s progress in a written response or when pointing at a screen. Prior to attempting this with an examinee, the examiner should work to become fluid and competent at directing examinees in these methods, which can require extensive practice with varied individuals and types of smartphones. In addition, this requires planning and practice in the initial virtual meeting to prevent technical difficulties, and so the examinee feels confident doing this when it is time.
Online instructional videos (e.g., here) demonstrate how a smartphone may be used with common household objects (e.g., a tower or stack of books, paper weight, ruler, and rubber band or tape) to create an improvised document camera for use during tasks involving response pages. Similarly, for Line Orientation, some examinees may point to responses rather than say the number corresponding to their response. In this situation, other everyday household objects (e.g., books) could be used to form an improvised stand upon which to position the device to provide a second-angle view of the examinee pointing at the screen. Typically, devices provide the best view of the examinee’s screen and pointing responses when positioned in landscape format. While using a smartphone as the peripheral camera is not an optimal solution for telepractice, it can be functional if executed well.
Gesturing
For Line Orientation and Coding, gesturing to the stimulus image or response page is necessary. For Line Orientation, the examiner should display the digital assets onscreen and point using the mouse cursor. For Coding, it may be necessary to gesture to areas of a paper copy of a response page to demonstrate how to respond using the examiner’s camera. Refer to Table 1 for specific instructions by subtest.
Capturing written performance (if used)
The examiner may ask for the completed response to be shown on camera immediately at the conclusion of a task, so that the examiner can score it immediately and so responses are not lost or modified. One successful approach to protecting test security uses sealed envelopes (i.e., the sealed envelope method) and is described as follows. The examiner gathers the response pages and a self-addressed stamped envelope. The examiner places these materials in an envelope and signs it on the seal, then mails or delivers it to the testing location. The examiner emphasizes that the sealed envelope containing the response pages must not be opened until the examiner asks. For Figure Copy and Figure Recall, printable response pages are available on the Q-global Resource Library. These pages are required and should be printed single-sided to prevent exposure to the Figure Copy response during Figure Recall. The facilitator or examinee does not open the sealed envelope containing the response pages until the examiner asks. The Figure Copy response page is then placed in the provided self-addressed stamped envelope by the examinee after completion of the Figure Copy drawing to prevent continued viewing of the response, as this could impact recall of the image during the delayed condition. At the conclusion of Figure Recall, the examinee or facilitator should place the Coding and Figure Recall pages in the envelope, seal the envelope and sign across the seal on camera, and then mail or deliver to the examiner immediately following the testing session. The Coding Response sheet can be torn from the paper record form (Q-interactive or standard version) and sent to the examinee along with the Figure Copy and Figure Recall pages.
Audio considerations
High-quality audio capabilities are required during the administration. An over-the-head, two-ear, stereo headset with attached boom microphone is recommended for both the examiner and examinee. Headphones with a microphone may be used if a headset is not available.
Audio check
The examiner should test the audio for both the examiner and examinee in the initial virtual meeting and at the beginning of the testing session to ensure a high-quality audio environment is present. This is especially critical for List Learning, Story Memory, Picture Naming, Semantic Fluency, Digit Span, List Recall, and Story Recall. Testing the audio should include an informal conversation prior to the administration where the examiner is listening for any clicks, pops, or breaks in the audio signal that distorts or interrupts the voice of the examinee. The examiner should also ask if there are any interruptions or distortions in the audio signal on the examinee’s end. Any connectivity lapses, distractions, or intrusions that occurred during testing should be reported.
Manage audiovisual distractions
As with any testing session, the examiner should do everything possible to make sure the examinee’s environment is free from audio and visual distractions. If the examiner is unfamiliar with the examinee’s planned physical location, a visual tour of the intended testing room should be given during the initial virtual meeting. The examiner can then provide a list of issues to address to transform the environment into one suitable for testing. For example, remove distracting items, silence all electronics, and close doors. The examiner should confirm that these issues have been addressed at the time of testing. If possible, the examinee should be positioned facing away from the door to ensure the examiner can verify through the examinee’s camera that the door remains shut and can monitor any interruptions. The examiner should confirm that all other applications on the computer, laptop, or peripheral device are closed, the keyboard is moved aside or covered after the session is connected, and alerts and notifications are silenced on the peripheral device. Radios, televisions, other cellular phones, fax machines, smart speakers, printers, and equipment that emit noise must be silenced and/or removed from the room.
Lighting
Good overhead and facial lighting should be established for the examiner and examinee. Blinds or shades should be closed to reduce sun glare on faces and the computer screens.
Disruptions
The examiner should record any and all atypical events that occur during the testing session. This may include delayed audio or video, disruptions to connectivity, the examinee being distracted by external stimuli, and any other anomalies. These can be noted on the record form or in the Q-interactive notes and should be considered during interpretation and described in the written report.