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[Evidence summary:] What is the evidence for the efficacy of remote psychological assessment [as opposed to therapy/intervention] with children for whom there is a query of a disability such as intellectual disability, Autism Spectrum Disorder, ADHD, or emotional or behavioural difficulties?

dc.contributor.authorNational Health Library & Knowledge Service (NHLKS)
dc.contributor.authorClark, Helen
dc.contributor.authorWhite, Gethin
dc.contributor.authorLeen, Brendan
dc.date.accessioned2020-07-22T11:06:13Z
dc.date.available2020-07-22T11:06:13Z
dc.date.issued2020-07-13
dc.identifier.urihttp://hdl.handle.net/10147/627880
dc.descriptionThere has been much interest in the viability of remote delivery of psychological services via telehealth to children with a diagnosed or suspected learning disability. This interest has mainly been in relation to autism, due to the need to provide a diagnosis as early and as quickly as possible8, 15, 16 and the difficulties in doing this caused by, for example, the lack of services to remote and/or underserved populations1, 2, 7, 11, 12, 13, 14, and the lack of staff to carry out the assessments3, 18. These factors contribute to long waiting times for a diagnosis to be confirmed19, 20 which, in turn, leads to a delay in intervention. This interest has been extended to the current pandemic which has led to a reduction in face to face psychological interventions and a growing recognition that services, including assessments, may have to be delivered in different ways2, 10, 24. Helpful guidance has been produced by professional bodies relating to remote interaction with people in general9, 22, 24, and children in particular21, 23. While there are many studies on the delivery of interventions to children with a diagnosed learning disability and/or their carers, there are relatively few studies which deal with the remote psychological assessment of children. The majority of these relate to autism, with only a small number focusing on other issues such as language disorders5, cognitive ability6, 11, ADHD10 and emotion regulation11. The remote assessment technologies explored include web-based solutions1 6, 11, 20, the use of video recordings 5, 8, 15, 16, 19 and video conferencing4, 10,12, 14. While some positive outcomes are noted, especially when direct face to face contact is not possible5, there is a general consensus that further research is required, as current evidence regarding the effectiveness of remote technologies for the assessment/diagnosis of children is limited.en_US
dc.language.isoenen_US
dc.publisherHealth Service Executiveen_US
dc.subjectCORONAVIRUSen_US
dc.subjectCOVID-19en_US
dc.subjectPSYCHOLOGICAL ASSESSMENTen_US
dc.subjectCHILDRENen_US
dc.subjectAUTISM SPECTRUM DISORDERen_US
dc.subjectINTELLECTUAL DISABILITIESen_US
dc.subjectATTENTION DEFICIT HYPERACTIVITY DISORDERen_US
dc.title[Evidence summary:] What is the evidence for the efficacy of remote psychological assessment [as opposed to therapy/intervention] with children for whom there is a query of a disability such as intellectual disability, Autism Spectrum Disorder, ADHD, or emotional or behavioural difficulties?en_US
dc.title.alternativev1.0en_US
dc.typeOtheren_US
refterms.dateFOA2020-07-22T11:06:14Z


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