Related Experiment Video
Updated: Oct 25, 2025

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
Published on: February 13, 2020
Defining Roles and Responsibilities for School-Based Tele-Facilitators: Intraclass Correlation Coefficient (ICC)
Hannah Douglass1, J Joneen Lowman1, Vrushali Angadi1
1University of Kentucky, Lexington, Kentucky, USA.
Abstract:
The primary purpose of this study was to craft and validate a set of core competencies necessary for a tele-facilitator to possess in the school setting. Competencies were created through literature review and qualitative analysis. Following expert review, the competencies were revised and formatted into an online survey which was sent to respondents in four target groups: (a) school administrators who had adopted telepractice as a service delivery model; (b) speech-language pathologists (SLPs) experienced in telepractice within a school setting; (c) current tele-facilitators, and (d) scholars experienced in telepractice. Fifty-seven percent (20 out of 35) of the competencies were rated as "Essential Skills." The remaining competencies could be more or less important depending on workplace requirements.
Related Concept Videos
Role-Based Identity
Reliability and Validity
Theory of Attribution II: Kelley's Covariation Theory
Self-Evaluation Maintenance Model
Kendall's Coefficient of Concordance
Accountability and Responsibility of a Nurse II
For example, a nurse demonstrating respect and compassion might listen attentively to a patient's concerns, provide...

