Telehealth Evidence

What does research tell us about the reliability, validity and experience of Telehealth Assessments?


A number of studies have demonstrated the efficacy of Telehealth Assessments. Here are a few that focused on video-conference testing with children...

(Note: the titles below were created for readability purposes, they are not official publication titles).


Literacy assessments via telehealth comparable to face-to-face assessments for children living in rural Australia.

(Hodge et al. 2019)

“Analysis revealed strong agreement between telepractice and face-to-face scores.”

“Parents reported a high degree of comfort with telepractice assessments.”

“Web-based technology can enable remote delivery of literacy assessments. The technology has the potential to increase the availability of assessments to meet the needs of children who live remotely, in a timely manner and at their family’s convenience.”


Neuropsychological assessment via telehealth comparable to face-to-face assessments for children. 

(Harder et al. 2020)

“Results suggest that home-based pediatric tele-neuropsychological test administration appears feasible and reliable.”

“Regarding consumer satisfaction, the majority of participants and caregivers indicated overall satisfaction with videoconference-based assessment and most indicated no preference in service modality.”

“Remote videoconference assessment may provide opportunities to increase neuropsychological services for patients who would not otherwise have access to a specialist in their area particularly for patients living in rural settings.”


Administration of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) via telehealth comparable to face-to-face testing.

(Wright, 2020)

“Results revealed no significant differences – and, therefore, method effects – between the full-scale IQ and index scores between administration procedures (ie. telehealth vs face-to-face).”

“The WISC-V normative and psychometric (reliability, validity, utility) research can be applied confidently to the new online, remote administration of the test.”

“Online, remote administration of cognitive and intellectual tests like the WISC-V has the potential to significantly increase access to important evaluations.”


Interactive Autism assessments via telehealth comparable to face-to-face assessments for children.

(Reese et al. 2013 & Reese et al. 2015)

“Results indicated no significant difference in the reliability of diagnostic accuracy, ADOS observations, rating for the ADI-R parent report, and parent satisfaction between conditions (ie. telehealth vs face-to-face)."

“There was excellent agreement between the clinicians across the diagnostics DSM-5 ASD criteria in person and when using the video-conferencing approaches.”

“Research clinicians observing and rating in-person demonstrated excellent accuracy in diagnosis 82% of the time, with good specificity (78%) and excellent sensitivity (88%). Research clinicians observing and rating in the videoconference condition demonstrated excellent accuracy (86%), specificity (88%) and sensitivity (83%) for diagnosis, which is equal to or better than the results comparing the in-person condition.”

“Our preliminary data support our hypothesis that we can coach families via video-conferencing to correctly complete assessment activities with their child and provides preliminary evidence that clinicians can make an accurate diagnosis of ASD in young children when evaluation procedures are completed through the use of video-conferencing.”

“We are charged to challenge existing clinical practices and identify alternative procedures to provide families in rural and under-served areas quality health care and equitable opportunities for improved outcomes.”


Intellectual ability assessments via telehealth comparable to face-to-face assessments for children with a specific learning disorder.

(Hodge et al. 2019)

“The telehealth administration method yielded comparable results to the face-to-face method.”

“Findings indicate that telehealth may be an alternative to face-to-face cognitive assessment.”


Language assessments via telehealth comparable to face-to-face assessments for children with Autism.

(Sutherland et al. 2019)

“Parents provided generally positive feedback about the use of telehealth for the assessments.”

“There was strong interrater reliability between the telehealth and face-to-face conditions.”

“These findings suggest that telehealth may present a reliable and feasible approach to the assessment of language for children with autism.”


Language assessments via telehealth comparable to face-to-face assessments for children with suspected language impairment.

(Sutherland et al. 2017)

“In terms of reliability, a high level of agreement was reached between telehealth and face-to-face (scores).”

“No parents indicated that they felt uncomfortable with the assessment. Many of the parents indicated that their child had found the experience positive and a number of parents reflected positively on their own experience of the telehealth assessments.”

“This study found few differences in the clinician-reported child interaction, attention or anxiety levels across the two conditions (ie. telehealth vs face-to-face).”


Reference List:

Harder, L., Hernandez, A., Hague, C., Neumann, J., McCreary, M., Cullum, C. M., & Greenberg, B. (2020). Home-based pediatric teleneuropsychology: A validation study. Archives of Clinical Neuropsychology35 (8), 1266-1275.

Hodge, M. A., Sutherland, R., Jeng, K., Bale, G., Batta, P., Cambridge, A., ... & Silove, N. (2019). Literacy assessment via telepractice is comparable to face-to-face assessment in children with reading difficulties living in rural Australia. Telemedicine and e-Health25(4), 279-287.

Hodge, M. A., Sutherland, R., Jeng, K., Bale, G., Batta, P., Cambridge, A., ... & Silove, N. (2019). Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder. Journal of Telemedicine and Telecare25(7), 431-437.

Reese, R. M., Jamison, T. R., Braun, M., Wendland, M., Black, W., Hadorn, M., ... & Prather, C. (2015). Brief report: Use of interactive television in identifying autism in young children: Methodology and preliminary data. Journal of autism and developmental disorders45(5), 1474-1482.

Reese, R. M., Jamison, R., Wendland, M., Fleming, K., Braun, M. J., Schuttler, J. O., & Turek, J. (2013). Evaluating interactive videoconferencing for assessing symptoms of autism. Telemedicine and e-Health19(9), 671-677.

Sutherland, R., Trembath, D., Hodge, A., Drevensek, S., Lee, S., Silove, N., & Roberts, J. (2017). Telehealth language assessments using consumer grade equipment in rural and urban settings: Feasible, reliable and well tolerated. Journal of Telemedicine and Telecare, 23(1), 106-115.

Sutherland, R., Trembath, D., Hodge, M. A., Rose, V., & Roberts, J. (2019). Telehealth and autism: Are telehealth language assessments reliable and feasible for children with autism?. International journal of language & communication disorders54(2), 281-291.

Wright, A. J. (2020). Equivalence of remote, digital administration and traditional, in-person administration of the Wechsler Intelligence Scale for Children, (WISC-V). Psychological assessment, 32(9), 809-817.