As a result of the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), Response to Intervention (RTI) became a legal and acceptable basis for determining special education eligibility. While there may be evidence that RTI has had positive effects on the prereferral process for special education in some schools, there still remains controversy in the field of school psychology about many aspects of RTI, in particular the use of RTI in the identification process for children with learning disabilities. The purpose of current questionnaire study was (a) to determine school psychologists' preferences on the use of RTI in both the prereferral and the identification process of students with learning disabilities, (b) to investigate the implementation process in school systems from school psychologists' perspectives, and (c) to examine the role of the school psychologist in RTI implementation efforts and RTI activities.Data were collected from 41 members of the National Association of School Psychologists (NASP). Each participant completed a survey, which related to the above purposes, and responded to items using a 5-point Likert scale. Results indicated that sampled school psychologists generally responded favorably to RTI as a prereferral method, but varied on their level of agreement on using RTI for diagnostic purposes. Most respondents agreed that RTI should not be the sole criteria for determining a learning disability and that a comprehensive evaluation should take place including standardized cognitive and academic testing. Identified benefits to implementing RTI were: interventions for struggling students occur earlier, improved instruction for all students, greater collaboration between general and special education, and improved method of identifying at risk groups/individuals. Identified challenges to implementing RTI were: need for professional development, lack of teacher preparation, lack of support staff to implement interventions, and intervention fidelity. A majority of respondents agreed that the school psychologist's role should include various RTI activities and in particular RTI activities related to data interpretation, consultation, supervising, and training.

No description available.

Surveys were used to explore the perceptions of teachers and school psychologists about school psychological services in the state of Indiana. Respondents were 114 school psychologists (30.48% return rate) and 375 teachers of various specialties (32.89% return rate). Data was analyzed using descriptive and comparative statistics with attention given to the influence of demographic variables (e.g., years of experience, specialty area). Results indicated that school psychologists' primarily engage in testing and related activities despite their aspirations to engage in a broader range of roles. In addition, the school psychologists expressed a desire to work less with students referred for testing and increase their time involvement with other student groups. Demographic variables had a minimal impact on their perceptions. In contrast, teachers' perceptions often varied as a function of demographic variables, such as their grade level and specialty area (e.g., regular or special education). Several significant differences existed between what teachers perceived to be happening and what they would prefer regarding school psychologists' roles and student groups served. For example, regular education and special education elementary teachers and special education secondary teachers preferred to see school psychologists engage in a broader range of functions including counseling and direct intervention with students. These results have implications for advocating for role changes in school psychology. First, this knowledge might be used to inform school psychology training programs about the nature of practice and the need to include a balanced number of courses in testing, consultation, and intervention. Second, findings might be used by individual practitioners to assist them in understanding the perceptions and needs of teacher groups with whom they work and tailoring their practice to address those teachers' expectations. / Department of Educational Psychology

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--Auburn University. / Abstract. Includes bibliographical references (p. 158-163).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 53-55).

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], iii, 38 p. Includes bibliographical references (p. 26-29).

Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 69-73).

This study presents a description of the development and history of learner support, as well as educational psychological leaner support, in South Africa. The role and function of the educational psychologist was researched through literature study and empirical research. It was found that whereas this pivotal profession is still vital in any educational system, the nature of contemporary society has necessitated a new dimension in educational psychological service delivery, namely systemic involvement. Guidelines for a new model for educational psychological learner support in the education dispensation are put forward. This model asks for the enlargement of the role of the educational psychologist to include assessment and support of all of the systems that play a role in the learner’s life.

The school psychologist shortage has been a persistent problem in education, and there is a lack of research on what current administrative supervisors are doing to address shortages. This study examined the perceptions of district leaders regarding the recruitment and retention of school psychologists. Participants included 19 administrative supervisors in public school districts in Colorado (CO), Utah (UT), Nevada (NV), and Wyoming (WY). Data for this qualitative study were collected by conducting semi-structured interviews with administrative supervisors of school psychologists. Interviews were transcribed and analyzed for common themes. A total of 10 themes were identified, and the first theme reflected concerns about school psychology graduate programs not producing enough school psychologists. Additionally, being farther away from a graduate program creates recruiting difficulties. Another related theme revealed that close relationships with graduate programs contributes to successful recruiting. Administrative supervisors noted the role that the surrounding community plays in retaining current school psychologists. They also expressed the importance of creating appealing workloads that matched salaries, being responsive, matching school psychologists’ preferences, and offering job flexibility. Other key themes included the challenges of finding school psychologists to hire and competing with neighboring local education administration (LEAs). Finally, administrative supervisors believe that they are in a worker’s market that favors the school psychologist. Overall, there appeared to be a theme of administrative supervisors feeling a lack of control over their current situation. Limitations for the study include collecting data across several months that may have influenced participants responses due to the demands of hiring during certain times of year. The sample included participants from states in the western United States, which may reflect limited perspectives based on geographic needs and trends. Directions for future research may include a larger sample size that reflects national demographic characteristics. Further research could also investigate the effectiveness of current efforts to address shortages on a systemic level. This could include researching how state and national associations advocate for school psychologists and how graduate programs grow and adapt to match current needs.