Telepractice and the WAIS-5

The telepractice information in this document is intended to support professionals in making

informed, well-reasoned decisions around remote assessment. This information is not intended to
be comprehensive regarding all considerations for assessment via telepractice. It should not be
interpreted as a requirement or recommendation to conduct assessment via telepractice.

Professionals should remain mindful to:

• Follow professional best practice recommendations and respective ethical codes.

• Follow telepractice regulations and legal requirements from federal, state and local authorities,
licensing boards, professional liability insurance providers, and payors.

• Develop competence with assessment via telepractice through activities such as practicing,
studying, consulting with other professionals, and engaging in professional development.

Professionals should use their clinical judgment to determine if assessment via telepractice is
appropriate for a particular examinee, referral question, and situation. There are circumstances
where assessment via telepractice is not feasible and/or is contraindicated. Documentation of all
considerations, procedures, and conclusions remains a professional responsibility.

Several professional organizations and experts have provided guidance on telepractice assessment
(American Psychological Association Services [APA Services], 2020; Association of State and
Provincial Psychology Boards [ASPPB], 2013; Grosch et al., 2011; Inter Organizational Practice
Committee [IOPC], 2020; Stolwyk et al., 2020) to assist professionals in decision making and ethical
and legal practice issues.

The Wechsler Adult Intelligence Scale (5th ed.; WAIS-5; Wechsler, 2024) can be administered in a
telepractice context by using digital tools from Q-global®, Pearson’s secure online-testing and
scoring platform. Specifically, Q-global digital assets (e.g., stimulus books) can be shown to the
examinee in another location via the screen-sharing features of teleconferencing software. Details
regarding Q-global and how it is used are provided on the Q-global product page.

A spectrum of options is available for administering this assessment via telepractice; however, it is
important to consider the fact that the normative data were collected via in-person assessment.
Telepractice is a deviation from the standardized administration, and the methods and approaches
to administering it via telepractice should be supported by research and practice guidelines when
appropriate.

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Professionals engaging in telepractice assessment may train facilitators to work with them on a
regular basis in order to provide greater coverage to underserved populations (e.g., only two
professionals within a 500-mile radius, shortage of school psychologists within a school district). If
such a facilitator is well trained and in a professional role (i.e., a professional facilitator), they can
present blocks and response booklets as well as adjust audiovisual equipment. This approach yields
the WAIS-5 composite scores that are available in in-person assessment mode. If a professional
facilitator is not used, it impacts the workflow of the session, subtest selection, and the approach to
deriving composite scores.

In times when physical distancing is necessary (such as the COVID-19 pandemic), using a
professional facilitator may not be safe or feasible. If testing must occur under these conditions, it is
possible that the examinee may participate without the help of an on-site facilitator. If the examiner
determines that no facilitator is required, the examinee can assist with technological and
administrative tasks during testing and should be oriented to these responsibilities before, and
again at the beginning of, the session. An initial virtual meeting should occur in advance of the
testing session to address numerous issues specific to testing via telepractice. This initial virtual
meeting is described in the administrative and technological tasks portion of the Examiner
Considerations section and referred to in various sections of this document. The examiner should
consider best practice guidelines, the referral question, and the examinee’s condition, as well as
telepractice equivalence study conditions to determine if this is possible and appropriate.
Independent examinee participation may not be possible or appropriate, for example, for
examinees with low cognitive ability or with low levels of technological literacy and experience.

If the examiner determines that the examinee cannot participate independently, and testing must
occur under physical distancing constraints, the only facilitator available may be someone in the
examinee’s home (e.g., a parent, guardian, or caregiver). If the on-site facilitator is not in a
professional role (i.e., nonprofessional facilitator), they can assist with technological and
administrative tasks during testing and should be oriented to these responsibilities in the initial
virtual meeting and again at the beginning of the session.

Professional and nonprofessional facilitators typically do not remain in the room with the examinee
throughout the testing session. The examiner should plan to minimize (as much as possible) the
need for the facilitator to remain in the room. In rare cases when the facilitator must remain in the
room, they should do so passively and unobtrusively; they should merely monitor and address the
examinee’s practical needs, as well as any technological or administrative issues as necessary. The
facilitator’s role should be defined clearly by the examiner. The facilitator should only perform those
functions the examiner approves and deems necessary. In any case, if a facilitator is necessary it is
preferred that the facilitator remain accessible.

If a professional facilitator is not used, Spatial Addition and Block Design are not feasible for
telepractice. Omitting these subtests impacts subtest selection and the approach to deriving
composite scores. Spatial Addition is a secondary subtest shared with the WMS-5 (Wechsler, in
press). If not administered the EVSI, EWMI, and VWMI composite scores will not be available.
Assuming all remaining subtests apart from Block Design are administered, Visual Puzzles can be
substituted for Block Design when calculating the FSIQ, or the FSIQ can be prorated. This approach

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allows all WAIS-5 composite scores to be derived with the exception of the VSI, EVSI, NVI, and
the GAI.

If Spatial Addition and Block Design are omitted and using the response booklet is not feasible,
subtest selection and the approach to deriving composite scores are impacted further. Assuming
all necessary subtests apart from Spatial Addition, Block Design, Symbol Search, and Coding are
administered, the following composites can be obtained: VCI, FRI, WMI, VECI, VRI, EFI, QRI, AWMI-R,
AWMI-M, and NMI. In this particular situation, no FSIQ can be obtained, because two of the seven
core subtests are missing (refer to the WAIS-5 Administration and Scoring Manual for limits on
substitution and proration). The NMI can be interpreted similarly to the FSIQ as a measure of
general intellectual ability that eliminates the requirement for motor production (refer to the
WAIS-5 Technical Manual for further details). A similar nonmotor score developed by Raiford (2017)
has been recommended for remote assessment (Wright & Raiford, 2021).

Conducting Telepractice Assessment

Conducting a valid assessment in a telepractice service delivery model requires an understanding of
the interplay of a number of complex issues. In addition to the general information on Pearson’s
telepractice page, examiners should address five factors (Eichstadt et al., 2013) when planning to
administer and score assessments via telepractice:

1. Telepractice Environment & Equipment

Assessment Materials & Procedures

Examinee Considerations

Examiner Considerations

Other Considerations

1. Telepractice Environment & Equipment

Computers and Connectivity

Two computers with audio and video capability and stable internet connectivity—one for the
examiner and one for the examinee—are required. A web camera, microphone, and speakers or
headphones are required for both the examiner and the examinee. A second computer screen or
split-screen format on a large computer monitor for the examiner is helpful to allow a view of a
Pearson-delivered digital manual or administration directions, but the examiner can also use the
paper format manual or administration directions. The second computer screen or large screen also
tends to make sharing test content more straightforward for the examiner.

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Image/Screen Size

When items with visual stimuli are presented, the digital image of the visual stimuli on the
examinee’s screen should be at least 9.7” measured diagonally, similar to an iPad® or iPad Air®.
Because some teleconferencing software shrinks the size of images, the image size should be
verified in the initial virtual meeting. It is recommended that computer screens used for
teleconference assessment be at least 15” measured diagonally. Smaller screens, such as those of
iPad minis, small tablet PCs, and smartphones, are not allowed for examinee-facing content, as
these have not been examined empirically and may affect stimulus presentation, examinee
response, and validity of the test results. Similarly, presenting stimuli on extremely large screens has
not been examined, so the same precaution applies. At the beginning of the testing session, the
examiner may ask for a peripheral camera or device (as described later in this section) to be aimed
at the examinee’s screen to ensure that the examinee’s screen is displaying images in the correct
aspect ratio and not stretching or obscuring the stimuli image.

Audio Considerations

High-quality audio capabilities are required during the administration. An over the head, two-ear,
stereo headset with attached boom microphone is recommended for both the examiner and
examinee. Headphones with a microphone may be used if a headset is not available.

The examiner should test the audio for both the examiner and examinee in the initial virtual
meeting and at the beginning of the testing session to ensure a high-quality audio environment is
present. Testing the audio should include an informal conversation before the administration where
the examiner is listening for any clicks, pops, or breaks in the audio signal that distort or interrupt
the voice of the examinee. The examiner should also ask if there are any interruptions or distortions
in the audio signal on the examinee’s end. Any connectivity lapses, distractions, or intrusions that
occurred during testing should be reported.

Audiovisual Distractions

As with any testing session, the examiner should do everything possible to make sure the
examinee’s environment is free from audio and visual distractions. If the examiner is unfamiliar with
the examinee’s planned physical location, a visual tour of the intended testing room should be given
during the initial virtual meeting. The examiner can then provide a list of issues to address to
transform the environment into one suitable for testing. For example, remove distracting items,
silence all electronics, and close doors. The examiner should confirm that these issues have been
addressed at the time of testing. If possible, the examinee should be positioned facing away from
the door to ensure the examiner can verify through the examinee’s camera that the door remains
shut and can monitor any interruptions. The examiner should confirm that all other applications on
the computer, laptop, or peripheral device are closed, the keyboard is moved aside or covered after
the session is connected, and alerts and notifications are silenced on the peripheral device. Radios,
televisions, other cellular phones, fax machines, smart speakers, printers, and equipment that emit
noise must be silenced and/or removed from the room.

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Lighting

Good overhead and facial lighting should be established for the examiner and examinee. Blinds or
shades should be closed to reduce sun glare on faces and the computer screens.

Teleconferencing Software

Teleconferencing software is required. Screen-sharing capability is required if anything other than

items with verbal stimuli and responses are administered.

Video

High-quality video (HD preferred) is required during the administration. Make sure the full faces of
the examiner and the examinee are seen using each respective web camera. The teleconferencing
software should allow all relevant visual stimuli to be fully visible to the examinee when providing
instruction or completing items; the view of the examiner should not impede the examinee’s view of
visual test stimuli.

Peripheral Camera or Device

A standalone peripheral camera can be used to provide a view of the session from another angle or
a live view of the examinee’s progress. Alternately, a separate device (e.g., a smartphone with a
camera or another peripheral device) can be connected to the teleconference and set in a stable
position to show the examinee’s pointing or written responses. The device’s audio should be
silenced and microphone should be muted to prevent feedback. The examiner should guide
positioning of the peripheral camera/device before administering Block Design (if the subtest is
administered), written response tasks (i.e., Coding, and Symbol Search), and subtests that elicit
pointing or gestured responses (refer to Table 1) so that the examiner can see that the examinee’s
real-time responses are captured.

In a typical telepractice session, it is more feasible to make a document or moveable camera

available in the examinee’s location. However, while physical distancing is necessary, the only
camera available may be a stationary camera integrated into the examinee’s laptop or computer
screen. It is unrealistic to expect examinees to have document cameras within their homes. It may
be necessary for examiners to think creatively about how to use a smartphone or other device in the
examinee’s location to gain a view of the examinee’s progress in a response booklet or when
pointing at a screen. Before attempting this with an examinee, the examiner should work to become
fluid and competent at directing examinees in these methods, which can require extensive practice
with varied individuals and types of devices. In addition, this requires planning and practice in the
initial virtual meeting to prevent technical difficulties, and so the examinee feels confident doing this
when it is time.

Online instructional videos (e.g., here) demonstrate how a smartphone may be used with common
household objects (e.g., a tower or stack of books, paper weight, ruler, and rubber band or tape) to
create an improvised document camera for use during tasks involving response booklets. Similarly,
for multiple choice tasks, some examinees tend to point to responses rather than say the number or
letter corresponding to their response, and other tasks (e.g., Symbol Span, Arithmetic picture items;

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see Table 1) require the examinee to point at the stimuli. In this situation, other everyday household
objects (e.g., books) could be used to form an improvised stand upon which to position the device to
provide a second-angle view of the examinee pointing at the screen. A simple mirror behind the
examinee has been used successfully to observe pointing responses. Typically, devices provide the
best view of the examinee’s screen and pointing responses when positioned in landscape
orientation. While using additional cameras or devices/objects may not be an optimal solution for
telepractice, it can be functional if executed well.

Screen-Sharing Digital Components

Digital components are shared within the teleconferencing software as specified in Table 1. There
are two ways to view digital components in the Q-global Resource Library: through the pdf viewer in
the browser window or full screen in presentation mode. Always use full screen (i.e., presentation)
mode for digital components viewed by the examinee. This provides the cleanest presentation of
test content without on-screen distractions (e.g., extra toolbars). Refer to Using Your Digital Assets on
Q-global in the Q-global Resource Library for complete directions on how to enter presentation
mode.

2. Assessment Materials & Procedures

Test Item Security

The examiner is responsible for ensuring test item security is maintained, as outlined in the Terms
and Conditions for test use. The examiner should address test security requirements with the
examinee (and facilitator, if applicable) during the informed consent process. The examiner should
make it clear to the examinee/caregivers that the video should not be captured, photos should not
be taken, and stimuli should not be copied or recorded, as this is a copyright violation. The
examinee must agree that they will not record (audio or visual) or take photos or screenshots of any
portion of the test materials or testing session, and not permit anyone to observe the testing
session or be in the testing room (except for a facilitator, when necessary). Any test-related
materials used in the testing session must be returned to the examiner.

Disruptions

The examiner should record any and all atypical events that occur during the testing session. This
may include delayed audio or video, disruptions to connectivity, the examinee being distracted by
external stimuli, and any other anomalies. These can be noted on the record form or in the notes
section on Q-interactive, if applicable, and should be considered during interpretation and described
in the written report. Refer to Other Considerations for guidance on report writing.

Response Booklets

The response booklet should be provided in advance of the testing session, and the plan for
securing and forwarding/returning the response booklet real-time and after testing, should be
communicated. The examiner may ask for the completed response booklet to be shown on camera
immediately at the conclusion of a task, so that the examiner can score it immediately and so

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responses are not lost or modified. One successful approach to protecting test security uses sealed
envelopes (i.e., the sealed envelope method) and is described as follows. The examiner gathers the
response booklet and a self-addressed stamped envelope. The examiner places the response
booklet in an envelope and signs it on the seal, then mails or delivers it to the testing location. The
examiner emphasizes that the sealed envelope containing the response booklet must not be
opened until the examiner asks. The response booklet is then placed in the provided self-addressed
stamped envelope after completion of each subtest, sealed at the conclusion and signed on the seal
on camera, and then mailed or delivered to the examiner immediately following the testing session.

Manipulatives

Block Design and Spatial Addition may only be administered when a professional facilitator is
present. The physical materials should be provided to the professional facilitator before the testing
session. It is not recommended to allow a parent/guardian/caregiver to present blocks for Block Design,
and chips for Spatial Addition, nor to attempt to have the examinee administer their own materials.

Digital Assets

The examiner should practice using the digital assets until the use of the materials is as smooth as
an in-person administration. It is not recommended that the examiner display items from paper
stimulus books on a camera. For Spatial Addition, each item requires exposure of two grids. A blank
page has been inserted between the two grids in each item to reduce the visual trace that is
enhanced in digital display. A similar blank is used in the Q-interactive presentation of Spatial
Addition items. Refer to Using Your Digital Assets on Q-global in the Q-global Resource Library for
complete directions.

Gesturing

When gesturing to the stimulus books or response booklets is necessary, the examiner should
display them as digital assets on-screen and point using the mouse cursor. It may on occasion be
necessary for the examiner to gesture to areas of a paper copy of a response booklet or to show
how to respond to demonstration items (e.g., Coding) on the examiner’s camera. Refer to Table 1 for
specific instructions by subtest.

Content Considerations

Review Table 1 for the specific telepractice considerations for each subtest to be administered.

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Table 1. Specific Telepractice Considerations
Subtest(s) Considerations
Similarities • Requires high-quality audio for examinee and examiner
Vocabulary • Vocabulary: Examiner points with the mouse to stimuli on-screen
Information • Some items may elicit pointing responses
Comprehension • Information: Items 3–5 may precipitate a gestured response
• Professional facilitator can assist with telepractice administration
of this subtest
• Train new professional facilitators until the facilitator’s
presentation of the blocks during instructions and items is
performed according to the directions in the WAIS-5
Administration and Scoring Manual
• It is not recommended to allow a nonprofessional facilitator to
present materials nor attempt to have the examinee setup or
administer the materials; for example, the examinee should not
attempt to scramble or present their own blocks
• Requires a print stimulus book in the examinee’s location or the
digital stimulus book on a tablet approximately 9.7” diagonally
• Train the professional facilitator to present the stimulus book or
tablet in the correct direction, as the items can easily become
rotated 180°, and to not allow the examinee to rotate the stimuli
• Stimuli should lay flat on the table, and not be presented on a
Block Design vertical screen, because the impact of doing so has not been
Spatial Addition researched
• Examiner uses stopwatch to time items on Block Design and to
ensure appropriate exposure time for each item on Spatial
Addition; ensure accurate exposure time as computer lag time
can influence length of exposure and impact recall of stimuli
• Requires high-quality video for examinee and examiner
• Peripheral camera/device should be placed in a stable position to
show examinee’s block constructions and placement of Spatial
Addition chips
• Block Design: The professional facilitator should show sides of the
blocks during instruction, present the blocks for each item as
outlined in the WAIS-5 Administration and Scoring Manual, and
build a model for Items 1–4, as the examiner provides verbal
instruction
• Spatial Addition: The professional facilitator should place the
appropriate chips in front of the examinee to start an item and
remove the chips from the grid after item completion

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Subtest(s) Considerations
• Requires high-quality video for examinee and examiner
• Examiner points to stimuli on-screen using mouse cursor
• Peripheral camera/device should be placed in a stable position
that shows examinee’s screen and provides a view of choices
Visual Puzzles made nonverbally (e.g., pointing)

Matrix Reasoning • Visual Puzzles: It is not recommended to allow examinee to use a

mouse or touchpad to point at choices, as the intended response
Figure Weights
cannot be clearly determined
Set Relations
• Matrix Reasoning, Figure Weights, Set Relations: Examinee can use
mouse or touchpad to point at choices if teleconferencing
software allows examiner to pass control of the mouse
• Visual Puzzles, Figure Weights: Examiner uses stopwatch; examiner
must ensure the examinee stops at the item time limit
Digits Forward
Digit Sequencing
• Requires high-quality audio for examinee and examiner
Digits Backward
• Do not repeat any trial unless it was not heard due to technical
Running Digits
problems
Letter-Number
Sequencing
• Requires high-quality audio and video for examinee and
examiner
• Peripheral camera/device should be placed in a stable position
that shows examinee’s screen and provides a view of pointing
responses
• For picture items, examiner points to stimuli on-screen
Arithmetic • Examinee must point to stimuli on-screen for Item 1 and may
provide other responses by holding up a number of fingers
• Examiner uses stopwatch and must ensure the examinee stops at
the item time limit
• Do not repeat any item except as allowed in the WAIS-5
Administration and Scoring Manual unless it was not heard due to
technical problems

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Subtest(s) Considerations
• Requires high-quality video for examinee and examiner
• Peripheral camera/device should be placed in a stable position
that shows examinee’s response booklet and provides the
examiner a view of examinee’s written responses
• Examiner can complete demonstration items in the examinee’s
response booklets before sending and can also demonstrate on-
screen during the testing session
• Examiner points to stimuli on-screen and may fill in
Coding demonstration items on the digital copy of the response booklet
displayed on-screen with the writing utensil tool (if a good one
Symbol Search
exists in the teleconferencing software)
• Examiner uses stopwatch and must ensure the examinee stops at
the task time limit
• It may be helpful to have a printed copy of the response booklets
in the examiner’s location also in order to show briefly on camera
the additional response booklet pages for Symbol Search when
giving test item directions as outlined in the WAIS-5 Administration
and Scoring Manual
• Symbol Search, Coding: Ensure response booklet is opened only to
the correct page when directed
• Requires high-quality video for examinee and examiner
• Examiner points to stimuli on-screen using mouse
• Examiner uses stopwatch and must ensure the examinee stops at
Naming Speed Quantity
the task time limit
• Subtest is administered with the stimulus book and does not
require a motor response
• Requires high-quality video for examinee and examiner
• Examiner points to stimuli on-screen using mouse.
• Peripheral camera/device should be placed in a stable position
that shows examinee’s screen and provides a view of choices
made nonverbally (e.g., pointing).
• Examinee can use mouse or touchpad to point at choices if
teleconference platform allows examiner to pass control of the
Symbol Span
mouse.
• Examinee can state the letters affiliated with each design if
pointing is not feasible
• Examiner uses stopwatch to ensure appropriate exposure time
for each item; ensure connectivity allows accurate exposure time
as computer lag time can influence length of exposure and
impact recall of stimuli

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Evaluating Equivalence Evidence

Examiners should review the current research available on equivalence between different modes of
administration before proceeding to use remote administration of a standardized assessment with
normative data collected via in-person assessment. When reviewing the literature, the examiner
should consider the input and output requirements for each task, and the evidence available for
telepractice equivalence for the specific task type. Direct evidence of equivalence for a specific task
may be available because the task was researched in a study with results indicating no significant
difference between telepractice and in-person assessment. Indirect evidence may also be reported
in the literature for a task that is similar in construct and input/output demands to the standardized
assessment being considered for remote administration and may help determine the examiner’s
level of confidence in applying the norms. For instance, a study demonstrating direct evidence for
the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS; Randolph, 2012)
Picture Naming subtest also demonstrates valuable indirect evidence for the Wechsler Intelligence
Scale for Children (5th ed.; WISC–V; Wechsler, 2014) Vocabulary subtest and the Cognitive Linguistic
Quick Test–Plus (CLQT+; Helm-Estabrooks, 2017) Confrontation Naming subtest because Picture
Naming, Vocabulary, and Confrontation Naming all require brief spoken directions with pictorial
stimuli inputs with open-ended spoken response outputs. Examiners can have more confidence
that the normative scores are valid when tasks have direct evidence showing equivalency between
modes.

In reviewing the literature of telepractice–in-person and digital–traditional investigations,

professionals should also be mindful of the age range and population (e.g., clinical group) of
the research study to consider relevancy for the examinee. Greater caution is recommended
when only indirect evidence of equivalency is available for a task, or when equivalence has not
been established for a particular examinee’s age range and clinical condition. However, it can
be informative to consider any such available evidence when considering impact of remote
administration on results and interpretation. Pearson Clinical Assessment is tracking and
aggregating the relevant equivalence evidence for our assessments, including the age range,
population, direct evidence, and indirect evidence (see Evidence for Remote Assessment).

Table 2 lists the input and output requirements of each task. The abbreviations in the Input and
Output column correspond to the various input and output requirements of each task, and a key
appears at the bottom of the table. For example, brief spoken directions as an input requirement is
abbreviated as BSD.

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Table 2. Input and Output Requirements
Task Inputa Outputb
Similarities BSD, SS OE, SPR

Vocabulary BSD, GD, PS, SS OE, SPR

Information BSD, SS OE, SPR

Comprehension BSD, SS OE, SPR

Set Relations BSD, PS, GD, SS BSR or PR, MC

Block Design BSD, GD, MD, PM, PS GMR, IT

Matrix Reasoning BSD, CC, GD, PS BSR or PR, MC

Visual Puzzles BSD, CC, GD, PS BSR or PR, IT, MC

Figure Weights BSD, CC, GD, PS BSR or PR, IT, MC

Digits Forward BSD, SS OE, SPR

Digit Sequencing BSD, SS OE, SPR

Running Digits BSD, SS OE, SPR

Digits Backward BSD, SS OE, SPR

Letter-Number Sequencing BSD, SS OE, SPR

Arithmetic BSD, GD, PS, SS BSR, IT, OE

Coding BSD, GD, PS, RB TT, WFR

Symbol Search BSD, GD, PS, RB TT, SWR

Naming Speed Quantity BSD, GD, PS BSR, IT

Symbol Span BSD, GD, PS, TP BSR or PR

Spatial Addition BSD, CC, MD, PM, PS, TP GMR

Note. aInput abbreviations are: BSD = Brief spoken directions, CC = Color critical items, GD = Gestured directions, MD = Motor demonstration,
PM = Physical manipulatives, PS = Pictorial stimuli, RB = Paper response booklet, SS = Spoken stimuli, TP = Timed presentation
b
Output abbreviations are: BSR = Brief spoken response, GMR = Gross motor response, IT = Item-level time limit, MC = Multiple choice,
OE = Open ended, PR = Pointing response, SPR = Spoken response, SWR = Simple written response, TT = Task-level time limit, WFR = Written
or fine motor response

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3. Examinee Considerations
Appropriateness

The examiner should first ensure that a telepractice administration is appropriate for the examinee
and for the purpose of the assessment. Clinical judgment, best practice guidance for telepractice
(e.g., APA Services, 2020; ASPPB, 2013; IOPC, 2020), information from professional organizations and
other professional entities (e.g., licensing boards, legal resources, professional liability insurance
providers, payors), consultation with other knowledgeable professionals, existing research, and any
available federal or state regulations should be considered in the decision-making process.
Consideration should be given to whether the necessary administrative and technological tasks
involved in a telepractice session can be accomplished without influencing results.

Preparedness

Before initiating test administration, the examiner should ensure that the examinee is well-rested,
able, prepared, and ready to appropriately and fully participate in the testing session.

Facilitator Role

If using a facilitator, the role of the facilitator must be explained to the examinee so participation
and actions are understood.

Headset

It may not be appropriate or feasible for some examinees to use a headset due to behavior,
positioning, physical needs, or tactile sensitivities, or if a headset is not available. Clinical judgment
on the appropriate use of a headset in these situations should be used. If a headset is not utilized,
the examiner’s and examinee’s microphones and speakers should be turned up to a comfortable
volume.

Mouse

On some teleconferencing software, the examiner can pass control of the mouse to allow the
examinee to point to indicate responses; this is an option if it is within the capabilities of the
examinee. However, best practice guidelines provide cautions about this. For example, the IOPC
guidelines suggest examiners be alert throughout administration, resume control of the screen once
the task is finished, and never leave the computer unattended while the examinee has control over
the examiner’s computer (IOPC, 2020).

4. Examiner Considerations
Practice

During the telepractice setup, and before administering to any actual examinee, the examiner
should rehearse the mechanics and workflow of every item in the entire test using the selected

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teleconferencing software so that the examiner is familiar with the administration procedures. For
example, a colleague could be used as a practice examinee.

Standardized Procedures

The examiner must follow the administration procedures of in-person administration as much as
possible. For example, if a spoken stimulus cannot be said more than once during in-person
administration, the examiner must not say it more than once in a telepractice administration unless
a technical difficulty precluded the examinee from hearing the stimulus.

Real-Time Troubleshooting

In order to conduct a smooth telepractice session, audiovisual needs and materials must be
managed appropriately. The initial virtual meeting involves the examiner, examinee, and/or the
facilitator (if used), and is the opportunity for the examiner to provide information about the
audiovisual needs and materials. During the initial virtual meeting, the examiner should provide
training in troubleshooting audiovisual needs that arise during the testing session, including camera
angle, lighting, and audio checks. The examiner should provide verbal feedback to guide camera
adjustment, checking the on-screen video shown by the peripheral camera/device to provide
information about how to reposition it until the proper view is shown. The examiner should
emphasize that no materials should be opened until the examiner provides instructions to do so, if
applicable. The examiner should also expect to provide verbal guidance about these issues during
the testing session. Refer to the Telepractice Environment & Equipment section and to Table 1 for
specific subtest telepractice considerations.

Collaborating With Facilitators

If used, the facilitator is to assist with administrative and technological tasks and not to manage
rapport, engagement, or attention during the testing session. The examiner should direct them not
to interfere with the examinee’s performance or responses. Any other roles and responsibilities for
which an examiner needs support, such as behavior management, should be outlined and trained
before the beginning of the testing session. The examiner is responsible for documenting all
behaviors of the facilitator during test administration and taking these into consideration when
reporting scores and performance.

5. Other Considerations
There are special considerations for written reports describing testing that takes place via
telepractice. The professional completing the written report should state in the report that the test
was administered via telepractice and briefly describe the method of telepractice used. The
professional should also make a clinical judgment, similar to an in-person session, about whether or
not the examiner was able to obtain the examinee’s best performance. Clinical decisions should be
explained in the report, including comments on the factors that led to the decision to conduct
testing via telepractice and to report all (or not to report suspect) scores. In addition, it is
recommended that the report include a record of any and all atypical events during the testing
session (e.g., delayed video or audio, disruptions to connectivity, extraneous noises such as phone

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ringing or loud dog barking, person or animal unexpectedly walking into room, the examinee
responding to other external stimuli). List and describe these anomalies as is typical for reporting
behavioral observations in the written report, as well as any observed or perceived impact on the
testing sessions and/or results, and consider these in the interpretation of results.

An example of a written report might include:

“The WAIS-5 was administered via remote telepractice using digital stimulus materials on Pearson’s
Q-global system, and a facilitator monitored the administration on-site using a printed response booklet
during the live video connection using the [name of telepractice system, e.g., Zoom] platform. The remote
testing environment appeared free of distractions, adequate rapport was established with the examinee
via video/audio, and the examinee appeared appropriately engaged in the task throughout the session. No
significant technological problems or distractions were noted during administration. Modifications to the
standardization procedure included: [list]. The WAIS-5 subtests, or similar tasks, have received initial
validation in several samples for remote telepractice and digital format administration, and the results are
considered a valid description of the examinee’s skills and abilities.”

Notes may be recorded about any testing issues on the record form or in the notes section on
Q-interactive, if applicable.

Conclusion
This test was not standardized in a telepractice mode, and this should be taken into consideration
when utilizing this test via telepractice and interpreting results. For example, the examiner should
consider relying on convergence of multiple data sources and/or being tentative about conclusions.
Provided that the examiner has thoroughly considered and addressed the factors and the specific
considerations as listed above, the examiner should be prepared to observe and comment about
the reliable and valid delivery of the test via telepractice. Materials may be used via telepractice
without additional permission from Pearson in the following published contexts:

• WAIS-5 manuals, stimulus books, and response booklet via Q-global

• WAIS-5 via Q-interactive, if applicable (requires advanced technology skills and mirroring
software)

• WAIS-5 via a Pearson-licensed telepractice provider/platform

Any other use of this test via telepractice is not currently recommended. This includes, but is not
limited to, scanning the paper stimulus books, digitizing the paper record forms, holding the
stimulus books physically up in the camera’s viewing area, or uploading any published materials
onto a shared drive or site.

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