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<p>During the COVID-19 pandemic school psychologists had to adapt to unexpected conditions to respond to the unprecedented public health concerns of COVID-19 while conducting their professional duties, including assessment, consultation, and counseling. Personal Protective Equipment (PPE), such as face masks and shields, was often required or recommended for face-to-face assessment for both the school psychologist and the student. Using PPE in assessments inevitably alters the tests’ standardized delivery procedures, potentially affecting the test results. This preliminary study examined school psychologists’ perceived test reliability and validity when PPE was used; confidence in test administration, scoring, and interpretation with PPE; and testing stress. A convenience sample of 71 school psychologists in the United States completed an online survey between February 2022 and April 2022. Most participants perceived the test results to remain reliable and valid while acknowledging that the use of PPE deviated from the standardized administration protocols. Results from the bootstrapping hierarchical regression analysis revealed that perceived test validity was the only predictor of testing stress. School psychologists’ high confidence in test results from standardized psychological and educational assessments with PPE could potentially impact the eligibility determination of a student for special education services. Implications are discussed.</p>

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A Preliminary Study of School Psychologists’ Perceptions of Using Personal Protective Equipment in Standardized Assessments During The COVID-19 Pandemic

  • 期刊论文

  • 发表日期：

    2025年1月24日

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  • Mengjia Lei,
  • Giselle Rivera Alicea,
  • Cliff Yung-Chi Chen

摘要

During the COVID-19 pandemic school psychologists had to adapt to unexpected conditions to respond to the unprecedented public health concerns of COVID-19 while conducting their professional duties, including assessment, consultation, and counseling. Personal Protective Equipment (PPE), such as face masks and shields, was often required or recommended for face-to-face assessment for both the school psychologist and the student. Using PPE in assessments inevitably alters the tests’ standardized delivery procedures, potentially affecting the test results. This preliminary study examined school psychologists’ perceived test reliability and validity when PPE was used; confidence in test administration, scoring, and interpretation with PPE; and testing stress. A convenience sample of 71 school psychologists in the United States completed an online survey between February 2022 and April 2022. Most participants perceived the test results to remain reliable and valid while acknowledging that the use of PPE deviated from the standardized administration protocols. Results from the bootstrapping hierarchical regression analysis revealed that perceived test validity was the only predictor of testing stress. School psychologists’ high confidence in test results from standardized psychological and educational assessments with PPE could potentially impact the eligibility determination of a student for special education services. Implications are discussed.