An Investigation of the Acceptability of Videoconferencing within a School-Based Behavioral Consultation Framework

Autor/inn/en	Fischer, Aaron J.; Dart, Evan H.; Leblanc, Hannah; Hartman, Kelsey L.; Steeves, Rachel O.; Gresham, Frank M.
Titel	An Investigation of the Acceptability of Videoconferencing within a School-Based Behavioral Consultation Framework
Quelle	In: Psychology in the Schools, 53 (2016) 3, S.240-252 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
Schlagwörter	Videoconferencing; Counselor Teacher Cooperation; Consultation Programs; Teacher Attitudes; Computer Mediated Communication; Simulation; Preferences; Interviews; Pretests Posttests; Rating Scales; Multiple Regression Analysis; Demography; User Satisfaction (Information) + Suchen Sie Ihr Suchwort? Fachberatung; Lehrerverhalten; Computerkonferenz; Simulation program; Simulationsprogramm; Interviewing; Interviewtechnik; Rating-Skala; Demografie; Benutzerfreundlichkeit
Abstract	School-based behavioral consultation with classroom teachers is one of the primary ways school psychologists deliver intervention services to students. The present study aimed to evaluate the acceptability of videoconferencing (VC) with teachers as an alternative medium of consultative communication. Specifically, problem identification interviews (PIIs) were conducted with 60 classroom teachers to simulate a typical consultation interaction. Each teacher completed two PIIs with the researcher consultants, one in a traditional face-to-face (FtF) format and one in a videoconference (VC) format Teachers completed two brief pre-post measures, the Fast Form of the Technology Acceptability Model (FF-TAM) and the Distance Communication Comfort Scale (DCCS) to evaluate the acceptability of VC. Demographic moderators of the acceptability of VC were evaluated using a multiple regression analysis. The results suggest that although teachers rated VC as an acceptable communication medium prior to participating in the VC interview, teacher acceptability ratings increased to "highly acceptable" after participating in the study. Finally, no variables were identified that significantly moderated the relationship between teachers' acceptability rating of VC and their demographic variables. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01