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首页> 外文期刊>Psychology in the schools >AN INVESTIGATION OF THE ACCEPTABILITY OF VIDEOCONFERENCING WITHIN A SCHOOL-BASED BEHAVIORAL CONSULTATION FRAMEWORK
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AN INVESTIGATION OF THE ACCEPTABILITY OF VIDEOCONFERENCING WITHIN A SCHOOL-BASED BEHAVIORAL CONSULTATION FRAMEWORK

机译：在基于学校的行为咨询框架中接受视频会议的调查

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摘要

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.
机译：与课堂老师进行基于学校的行为咨询是学校心理学家向学生提供干预服务的主要方式之一。本研究旨在评估视频会议（VC）与教师作为协商沟通的替代媒介的可接受性。具体来说，与60名课堂老师进行了问题识别访谈（PII），以模拟典型的咨询互动。每位老师都与研究顾问完成了两个PII，一个是传统的面对面（FtF）格式，一个是视频会议（VC）格式。教师完成了两个简短的岗前措施，即技术可接受性模型的快速形式（ FF-TAM）和距离通信舒适度量表（DCCS）来评估VC的可接受性。使用多元回归分析评估了VC可接受性的人口统计学主持人。结果表明，尽管在参加VC面试之前，教师将VC评定为可接受的交流媒介，但在参加研究后，教师的可接受性评分提高到了高度可接受。最后，没有发现任何变量可以显着缓解教师对VC的接受程度与其人口统计学变量之间的关系。讨论了对实践和未来研究的影响。

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