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COVID-19 Resources

We're here to help. For young people, this can be an especially challenging time as they process the changes prompted by COVID-19. Here are some resources for talking to young people about it and how to help them manage and cope with what they hear and see.

NASP: Helping Children Cope with Changes Resulting from COVID-19

• Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety

NPR: How to Talk About COVID-19 with People Who Have Autism

• Parents and caretakers of people with intellectual or developmental disabilities such as autism face unique hurdles in communicating about the coronavirus pandemic

Temple Grandin’s 7 Tips to Help Our Loved Ones with Autism during This Global Health Pandemic

• Autism expert Temple Grandin offers advice, knowing that children and adults with autism often have difficulty adjusting to changes, surprises, transitions, and disappointments

ASHA: 10 Ways Children with Language Disorders Can Maintain Both Physical Distance and Social Connection

• Physical distance doesn’t have to mean social distance – even for children with language disorders

Down the Hatch – The Swallowing Podcast: COVID Era and SLP Dysphagia Practice

• Experts discuss questions that center around whether SLPs are essential practitioners at this critical time

4 Tips to Use When You Talk to Your Kids about COVID-19

• Whether you have a curious 5-year-old or a concerned teenager, here’s how to discuss this ever-evolving situation

The ‘‘Big 7’’ – Evidence-Based Strategies for Regulating Emotions in Uncertain Times

• Webinar: Discussion on how we can grow our emotion regulation skills and apply them to a variety of situations

NASP Parent Handout: Talking to Children about COVID-19

• Helping children cope with anxiety requires providing accurate prevention information and facts without causing undue alarm

Resources for Families

• These resources can assist parents and students with questions about mental health, community mental health options, and special education programs and services

More Parent Resources for School Closure

• Here are general recommendations for parents supporting social, emotional, and behavioral needs

FAQs: Assessment Telepractice

We’re addressing questions from you and your colleagues as they come in.

Can I administer a direct in-person measure remotely?

The assessments were not standardized in this way, and you should use your clinical judgment to carefully consider how any necessary adaptations will affect the results. Here is the WPS statement on tele-assessment and WPS remote assessment guidelines. You can also read the WPS Assessment Validity Considerations during COVID-19.

What do I need to assess from home?

Whether you have a PC or Mac, you'll need an understanding of national and state guidelines as well as familiarity with video conferencing. Here are links to professional organizations on getting started: ASHA, NASP, AOTA, and APA. You can also view the WPS remote assessment guidelines for information on testing environments, preparations, and other considerations and requirements.

Are the standards for assessing remotely changing amid the COVID-19 pandemic?

Yes, states are allowing for expanded use of telemedicine and telehealth services. Practitioners should review their local and state guidelines.

What other assessments can I use to evaluate someone remotely?

You can administer and score the following products, which require no adaptations for remote administration, via the WPS Online Evaluation System: ABAS-3, DP-4, Piers-Harris 3, RCMAS-2, RISE, SCQ, SMALSI, SPM, SPM Quick Tips, SPM-P, SPM-P Quick Tips, and SRS-2.

For performance tests, do you have data comparing remote administration vs. in-person administration?

Yes, a recent study compared performance on the Clinical Assessment of Pragmatics (CAPs) using remote administration vs. in-person administration, and the results suggest that test scores obtained through administering the CAPs remotely are equivalent to test scores obtained through standardized, in-person administration.

Can I administer the ADOS-2 remotely?

The ADOS-2 requires administration by a trained examiner who is in close contact with the examinee and interacting with the same materials. Administrations of the ADOS-2 should resume when in-person contact is possible. Specific to Module 4, the assessment is less reliant on toys and materials than other ADOS-2 modules and focuses on the social interactions between examiner and examinee. Remote administration would require modifications to standard procedures, which would likely change the social “press,” limiting the scope of observation and may produce invalid results inconsistent with published research. Any administrations conducted in this manner should be for qualitative purposes, without the use of algorithms. 

During COVID-19, can I validly administer the ADOS-2 while practicing social distancing and/or wearing personal protective equipment?

A variety of professionals use the ADOS-2 in different practice settings around the world. During COVID-19, any given professional using the ADOS-2 should review current area guidelines for practice and any recommendations from local health departments and credentialing agencies to determine whether a standardized ADOS-2 assessment can be done. Standardized administration of the ADOS-2 involves close contact and the use of shared materials. Following COVID-19 precautions like social distancing or wearing a face mask/shield can change the rapport of these interactions by obscuring facial expressions and spoken language. Data supporting the validity of the ADOS-2 are based on examiners' administrations engaging with examinees without physical barriers and varying physical distances, depending on the activities. The extent of variation and impact to standardized procedures on the validity of an ADOS-2 assessment is empirical and will likely depend on aspects of the administration. For example, it is easier to follow standardized administration procedures while maintaining physical distance using Module 4 than the Toddler Module. Any deviations from standard procedures should be noted in the evaluation report, and depending on their extent, may be reported qualitatively in observations in place of formal scoring.

Do you offer remote training for the ADOS-2?

We do not offer remote training workshops for the ADOS-2. However, the WPS DVD Training Package (W-605DVD) is the equivalent of the 2-day live training, with instruction in all five ADOS-2 modules. Please keep in mind that if you plan to use the ADOS-2 in research, you must attend the in-person training.

During COVID-19, can I use ADOS-2 activities in a nonstandard way to facilitate qualitative behavioral observations?

Conducting a standardized ADOS-2 evaluation during the pandemic may not be possible. Many professionals are theorizing whether the ADOS-2 activities can facilitate qualitative behavioral observations in a nonstandardized way. WPS does not require any permissions to conduct nonstandard administrations, as long as the materials used are the originally provided materials by WPS (without any reprinting, digitization, translation, adaptation, etc.). In this situation, we recommend writing up the results by acknowledging the nonstandard nature of the administration. A clinical report of this nature would state an attempt of the standardized administration, but the validity of the criteria was not met. Following this statement, explain how the scoring was not formally completed and instead qualitative observations from tasks were used (describe these tasks and behavioral observations in detail).

What is the BOSA, how can I access it, and how does it relate to the ADOS-2?

The BOSA (Brief Observation of Symptoms of Autism) is an experimental measure created by and available through Dr. Catherine Lord’s research team to accommodate ADOS-2 users during COVID-19. The BOSA provides a context of activities that can be presented by an examiner (e.g., caregiver, therapist) within a 12–14-minute observation. It can be observed live, through telehealth, or on recorded video. ADOS-2 coding is then applied to the observation, and a checklist is completed to indicate evidence of symptoms of autism. This experimental measure is being designed for clinicians and researchers with sufficient training and experience using the ADOS-2 who are, at present, seeking an alternative to the standardized ADOS-2. Though WPS is facilitating the authors’ arrangements related to the BOSA, all questions about use and permitted access should be sent directly to the authors at the following address: makingbettermeasures@gmail.com.

Can I assess someone remotely using the ADI-R?

While it is possible to conduct the ADI-R over a telephone or video conferencing system, this particular method of administration is not validated. If necessary to be done remotely, we recommend using a secure video-conferencing platform to mimic face-to-face administration and contact as much as possible. During administration, do not rush and be sure to help families with minimal distractions. The quality of information obtained will depend on the quality of the clinical interviewing process. Elements of rapport during a video call must be maintained as if being done in an in-person administration. Remote administration is not ideal but provides a temporary solution until standard practices are resumed.

Can I validly administer the MIGDAS-2 while practicing social distancing and/or wearing personal protective equipment? How about administering it remotely over a secure video-conferencing platform?

The MIGDAS-2 process uses sensory materials, conversation, and a visual framework to help evaluators gather and organize qualitative information necessary to diagnose autism in children, adolescents, and adults. This process includes guidelines for gathering information from parents, caregivers, and teachers and for conducting a sensory-based interview with the individual evaluated. The interview's recreation of a dynamic social interaction may change due to COVID-19 precautions such as social distancing or wearing a protective face covering. This may interfere with establishing a rapport by obscuring facial expressions and spoken language. Although impacted in such cases during the MIGDAS-2 interview, the evaluator can still make informed observations and gain useful qualitative information from the interaction. The provided questionnaires also provide information from the parents, caregivers, and teachers' perspectives alongside the evaluation.

The MIGDAS-2 materials are particularly useful in guiding the conduction of parent and teacher interviews through a secure video-conferencing platform. The process also helps guide the virtual interview conversation for the individual under evaluation. For example, with school-aged verbally fluent children and adolescents with parents, the conversation can start by having the child share interests and favorite items they have with them at home. Children often show materials with distinctive sensory properties, allowing the evaluator to share an exchange related to their preferred areas of interest and observe the interactions with those materials.

This type of shared object-focused exchange between the evaluator and child is generally not possible during a remote observation for children with limited to no verbal fluency. However, the MIGDAS-2 protocol can still serve as a guide for observing nonverbal children within his or her familiar environment, with access to preferred objects. Social communication features, for example, consistent with ASD can be observed in children's interactions with parents who are remotely present.

A MIGDAS-2 virtual interview conversation also works well with the evaluation of adults. The adult interview includes past and current sensory information history and is not limited to a lack of in-person access to sensory fidgets like with children and adolescents. During the conversation, the evaluator can observe routines displayed with body movements, object use, and thematic topics of interest.

The qualitative focus of the MIGDAS-2 allows evaluators to recognize neurodiversity without emphasizing diagnostic terminology. The assessment processes help evaluators consider all sources of available information (e.g., observations, rating scales) and facilitate writing a narrative evaluation report describing treatment recommendations. These recommendations include identifying brain-style strengths and differences, coaching the development of necessary skills, introducing positive supports, and providing individualized tools to address regulation, organizational, and social/emotional needs.

If you don’t see your questions answered, please submit your question below.

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More Resources

APA: Psychologists’ Advice to Newly Remote Workers

• Advice from I/O psychologists on how both managers and employees can work more effectively during this time

Professional Guidelines Focusing on Telepsychology and Internet-Based Therapy

• Resources to help therapists, counselors, and other clinicians keep up with changes in the areas of telepsychology, telehealth, and internet-based therapy

APA: Telepsychology Best Practices

• Introductory webinar on key research that provides strong evidence-based models for psychological assessment and treatment

APA: Guidance on Psychological Tele-Assessment during the COVID-19 Crisis

• Time-sensitive, high-need, and/or high-stakes assessments need to continue

APA: Connecting with Children and Adolescents via Telehealth during COVID-19

• How telehealth with children is different from adults

CPA: How This Pandemic Affects You

• General resources for you and your practice amid COVID-19

ASHA’s Telepractice Resources during COVID-19

• Guidelines and guidance to help you provide telepractice services

FOTA: The Role of Occupational Therapy: Providing Care in a Pandemic

• Guidelines on the appropriate role of occupational therapy during a pandemic

NASP COVID-19 Resource Center

• Resources for special education, crisis & mental health, families & educators, and professional & credential preparation

NASP: Countering Coronavirus Stigma and Racism: Tips for Teachers and Other Educators

• 14 Specific Tips plus resources

NASP: Virtual Service Delivery in Response to COVID-19 Disruptions

• Ethical considerations for providing services remotely

AOTA: Information Pertaining to Occupational Therapy in the Era of Coronavirus

• New opportunities for occupational therapy practice now and in the future

AOTA: OT and Telehealth in the Age of COVID-19

• How some obstacles surround providing OT via telehealth

APA: General Resources for COVID-19

• Psychology practice resources in response to COVID-19

APA: Self-Care for Psychologists during the COVID-19 Outbreak

• Taking care of yourself during this stressful time

APA: Ethical Guidance in the COVID-19 Era

• Advice on ethical practice, research, teaching, and applied work

APPIC FAQs about COVID-19

• 30 FAQs about training and telehealth

CDC Coronavirus Information and Resources

• How to protect yourself and keep communities safe

Lancet via AAPN: The Psychological Impact of Quarantine and How to Reduce It: Rapid Review of the Evidence

• The need for evidence synthesis to produce guidance for the public

Edutopia: Teaching Through a Pandemic: A Mindset for This Moment

• Teachers on the mental approach you need to stay grounded in this difficult time

5 Tips for a Smooth Transition into Teletherapy and Assessment

• During these unprecedented times, the work of the professionals we serve remains essential to society