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Teleassessment with Children and Adolescents During the Coronavirus (COVID-19) Pandemic and Beyond: Practice and Policy Implications

Due to physical distancing guidelines, the closure of non-essential businesses, and the closure of public schools, the role of telehealth for the delivery of psychological services for children has never been more debated. However, the transition to teleassessment is more complicated for some types of assessment than others. For instance, the remote administration of achievement and intelligence tests is a relatively recent adaptation of telehealth, and despite recommendations for rapid adoption by some policy makers and publishing companies, caution and careful consideration of individual and contextual variables, the existing research literature as well as measurement, cultural and linguistic, and legal and ethical issues is warranted. The decision to use remotely administered achievement and intelligence tests is best made on a case-by-case basis after consideration of these factors. We discuss each of these issues as well as implications for practice, policy, and as well as issue provisional guidance for consideration for publishing companies interested in these endeavors moving forward.