Abstract
We describe the training of school psychology graduate students to design, implement, coach, and evaluate academic interventions delivered remotely to school-aged students using teleconsultation and teleintervention frameworks illustrated by two case studies. We present the processes and outcomes after 1) shifting a well-established and effective summer reading program from an in-person to a telepractice format, and 2) developing a virtual math intervention program. Finally, the case studies demonstrate the successful integration of technology and academic interventions through telepractice within an existing model. Single-case design methods were used to evaluate the effectiveness of the programs. Participants in the reading study made gains in oral reading fluency in both the in person and virtual intervention and intervention fidelity was high. Participants in the math study made gains in math computation fluency. Lessons learned and implications for training school psychologists are presented.