Increasing student compliance with teacher instructions using telepresence robot problem-solving teleconsultation

Abstract

Many of the services provided by school psychologists are provided through a consultative framework. Teleconsultation represents one possible effective and acceptable model of service provision to address the need for services in remote and underserved schools. This study examined the feasibility of conducting problem-solving teleconsultation through telepresence robots in a remote and underserved school setting. A nonconcurrent multiple baseline design across three consultant–teacher dyads was used to evaluate three-step prompting for increasing compliance with teacher instruction in special education classrooms. Results showed that there was an increase in student compliance with teacher instructions, moderate levels of treatment integrity, and high ratings of acceptability of the telepresence robot problem-solving consultation process.