Historically, school psychologists have primarily performed the duties of tester and classifier of primary aged children. The 1970's, however, witnessed an increasing dissatisfaction with this traditional view of school psychology. Different functions, encompassing most aspects of the total school program, have been espoused for the profession. One such proposed function concerns school psychology's involvement with career development programs. Indeed the concept of the "vocational school psychologist" has gathered a discernible momentum since its inception in 1974. This study was undertaken to analyze proposed functions of practicing school psychologists in career development based on a survey of the membership of the National Association of School Psychologists. Specifically, the study sought answers to the following questions: l. What is the performance of school psychologists in the areas of vocational assessment, career counseling and development activities and career consultation, liaison and supervision? 2. What importance do school psychologists attach to the areas of vocational assessment, career counseling and development activities and career consultation, liaison and supervision? 3. What differences exist between the actual performance of school psychologists relative to vocational assessment, career counseling and development activities and career consultation, liaison and supervision and what school psychologists report should be practiced relative to vocational assessment, career counseling and development activities and career consultation, liaison and supervision? 4. What is the relationship of age, level of training, years of experience in school psychology, training and experience in career/vocational education to participant questionnaire responses? To gather the data needed for the study, a questionnaire was mailed to a national sample of school psychology practitioners. The questionnaire contained 58 proposed career development functions for school psychologists, cutting across three school psychology role areas. Personal data forms were also completed to gather demographic information regarding the participants. It was found that practicing school psychologists are only minimally involved in career development functions. Further, the importance practitioners attached to career development activities significantly exceeded their involvement in such functions. In all, participants favored and were more heavily involved in career development activities which indirectly related to responsibilities traditionally performed by school psychologists. This included testing students for placement in career/vocational education programs, interviewing students regarding their career development and interpreting vocational test findings. Greatest promise for school psychologists' future performance in functions related to career development involved the area of career counseling and development activities. Several demographic variables related significantly with questionnaire scale responses. The hours of graduate course work practicing school psychologists have in career/vocational education appears to influence positively their involvement in vocational pupil appraisal. The percent of job time practicing school psychologists devote to career development functions appears to influence positively the importance they attach to vocational pupil appraisal. Older aged practicing school psychologists are more likely to be involved in career development activities than are younger aged practitioners. Significantly, 90% of respondents felt inadequately prepared to participate in career development functions. It was concluded that school psychology needs to better prepare its membership for involvement in career development responsibilities. Particular attention should be paid toward establishing working relationships with other professionals who are involved in career education services. The relationship of the survey's findings to the literature was discussed and recommendations for future research and for the profession were offered. / Ed. D.

The issue of job satisfaction has become a prominent topic in research on the American worker and in discussions within the profession of school psychology. Recent literature and dialogue in the profession has suggested that many school psychologists are dissatisfied with their jobs. However, a 1982 study on a nationwide sample of school psychologists failed to substantiate the existence of wide spread dissatisfaction, suggesting that such dissatisfaction may be localized within specific populations of school psychologists. The population of school psychologists practicing in West Virginia was selected for this study, based on demographic characteristics and a history of high turnover rates. The 137 school psychologists practicing in West Virginia were surveyed, with 125 (91.24%} respond.ing. Survey materials included a Data Form, used to gather demographic information, and a modified form of the Minnesota Satisfaction Questionnaire (MSQ), used to measure levels and sources of job satisfaction.· The study was designed to answer five specific research questions regarding: (1) levels of job satisfaction, (2) sources of job satisfaction, (3) correlates of job satisfaction for school psychologists in West Virginia, and the comparability of (4) levels of job satisfaction and (5) correlates and sources of job satisfaction between school psychologists in West Virginia and school psychologists in the national sample. Frequency counts of Modified MSQ scores revealed that more than 35% of the school psychologists in West Virginia were dissatisfied with their jobs. Subscale means and 95% confidence intervals on the Modified MSQ indicated that co-workers, social service, activity, moral values, and independence were major sources of satisfaction, and that school system policies and practices, advancement opportunities, compensation, working conditions, and supervision were major sources of dissatisfaction for school psychologists practicing in West Virginia. Multiple regression procedures were used to determine the relationships between overall job satisfaction scores and demographic variables. Two factors of the work environment, supervision and salary, emerged as significant predictors of overall job satisfaction. At test indicated that overall job satisfaction levels of West Virginia school psychologists were significantly lower than the levels reported for the national sample of school psychologists. Sources of satisfaction and dissatisfaction were essentially the same for West Virginia school psychologists and those of the national sample, but significant correlates of job satisfaction differed, leading to the conclusion that specific factors of different work environments have the greatest impact upon the job satisfaction levels of school psychologists. Additionally, more than 80% of the school psychologists practicing in West Virginia (or twice the percentage reported in the national study) indicated that they plan to leave their present positions within five years. Several implications were drawn from the results of the study, leading to recommendations for school psychologists, the State Department of Education, trainers and employers of school psychologists, and professional school psychology organizations. The recommendations focused on revision of salary scales and supervision, development of educational and advancement opportunities, strategies for retaining school psychologists, arid topics for additional research. / Ed. D.

Title from PDF of title page. / Document formatted into pages; contains 76 pages. / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The purpose of this research study was to analyze school psychologists' perspectives on 27 parent involvement and empowerment activities focused upon improving students' school success. A sample of 36 school psychologists from high and low minority schools in a large urban school district rated the degree to which they believed the activities should be offered to parents and the extent to which they were feasible to implement over the next five years. The activities rated highest for offer and feasibility by psychologists at both high and low minority schools were related to information dissemination and one-to-one meetings. The activities rated lowest for offer and feasibility by psychologists at both high and low minority schools were related to systems change and time-intensive programming. Psychologists' mean ratings for offer were generally higher than their mean ratings for feasibility of implementation. / ABSTRACT: However, the mean ratings for offer and feasibility at high minority schools tended not to be different from those ratings at low minority schools. Time was rated as the biggest barrier to implementation at both high and low minority schools, with current work responsibilities a close second. It is suggested that moving away from the traditional role of assessment and placement and towards prevention and intervention might reduce, if not eliminate, the time and current work responsibilities barriers and allow more school psychologists to implement home-school collaboration. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

The technology acceptance model (TAM) has been widely used to assess technology adoption in business, education, and health care. The New York City Department of Education (NYCDOE) launched a web-based Individualized Educational Program (IEP) system for school psychologists to use in conducting evaluations and reviews. This quantitative study examined the relationship between school psychologists' TAM factors associated with the web-based IEP system's perceived usability and usefulness measured by a TAM Instrument with individual job performance assessed by the Job Performance Ratings Measure. A random sample of 69 NYCDOE school psychologists participated in this study, and a regression analysis addressed the research questions. The results showed no positive effects of perceived ease of use in job performance. In addition, there were no positive effects of perceived usefulness in job performance. The results of this study might benefit administrators and districts to see the need to explore additional resources. As ease of use and usefulness are vital to technology acceptance, providing resources to school psychologists are key to the overall success of the IEP process. Future research should take a qualitative approach to illuminate why and how school psychologists accept technology, especially when it involves the IEP process.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2007. / Title from title page screen (viewed on Sept. 19, 2008). Thesis advisor: Schuyler Huck. Vita. Includes bibliographical references.

The purpose of this study was to determine school psychologists' current level of knowledge about Attention-deficit/hyperactivity disorder (ADHD), their training and comfort level with that training, their roles and practices in assessing, diagnosing, and treating children and adolescents with ADHD, and their attitudes toward the disorder and those with it. An original survey (see Appendix B) developed for this purpose was distributed to 700 systematically selected members of the National Association of School Psychology (NASP) who were currently practicing in the public schools. A total of 406 usable surveys were returned for a final response rate of 58%.Overall school psychologists are confident in their abilities to deliver services (consultation, assessment, and intervention) to students with ADHD. Respondents underestimated the rate of comorbidity of ADHD with other psychiatric disorders but overestimated the percentage of students with ADHD who also have a learning disability. Respondents most often mentioned diagnosis or identification of the disorder as their goal for assessment of possible ADHD. However, in their rankings of specific goals, respondents ranked the development of appropriate interventions as more important than the diagnosis of the disorder. The most often used standardized tests for ADHD referrals are questionnaires (for parents, teachers, and students) and drawings. Most (57%) school psychologists agreed that they do not determine the diagnosis of ADHD, but rather refer to a medical doctor. A Specific Learning Disability is the most often used special education category for students with ADHD who qualify, followed somewhat closely by Other Health Impaired, then by Emotionally Handicapped. Only 14 percent of the school psychologists surveyed stated that every student with ADHD who did not qualify for special education was considered for accommodations under Section 504. More respondents (83%) agreed that teachers often press to have their problem students diagnosed with ADHD than agreed that parents often press (55%). The majority of respondents (74%) agreed that ADHD is overdiagnosed. However, there was disagreement as to whether stimulant medications were used more often than necessary to treat ADHD. Implications of these findings for school psychologists and for future research are discussed. / Department of Educational Psychology

Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models. The present study was designed to determine if any differences existed between the satisfaction ratings of school psychologists in RTI versus non-RTI school districts as self-reported by teachers and school psychologists. General education teachers, special education teachers, and school psychologists from RTI and non-RTI school districts across the United States were surveyed about their satisfaction with school psychological services using the School Psychology Perceptions Survey (SPPS, 2004). Responses were evaluated for significance using Kruskal-Wallis and in the event significance was found, Tukey's HSD was used to determine where the difference occurred. Both special and general education teachers reported statistically significant differences in their satisfaction ratings of school psychological services. Teachers from RTI school districts reported greater satisfaction levels with school psychological services when compared to teachers from non-RTI districts. School psychologists who worked in RTI school districts reported higher job satisfaction ratings than those who worked in non-RTI school districts. In terms of teachers' and school psychologists' satisfaction ratings of school psychological services, the results suggest that RTI school districts provide a more satisfying model of school psychological service delivery compared to non-RTI school district models.

Paper 1: This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs working in three different models of service delivery in England on the topic of developmental dyslexia (henceforth, dyslexia). Findings imply that the EPs sampled do not access high quality scientific research literature on dyslexia; most of the literature accessed appears to be non-peer reviewed and there is little information to support the development of EP practice for assessment and intervention, understanding the link between literacy failure and mental health, or how all this contributes to a consultation method of service delivery. Paper 2: The focus of the empirical paper was to describe and analyse how EPs currently conceptualise dyslexia and delineate what they do with regard to assessment and intervention. Furthermore, it explored how EPs' beliefs about dyslexia, and the wider social context, impact on practice. Findings suggest that dyslexia remains an area of significant confusion and contradiction for the EPs interviewed. Most continue to rely on the British Psychological Society's (BPS, 1999) definition but this appears to add to their confusion rather than clarify their thinking which, in turn, seems to reinforce their beliefs or 'world view' about dyslexia. A very narrow range of actual practice in terms of assessment and intervention was described by the participants. Paper 3: The final paper discussed evidence-based practice (EBP), effective dissemination strategies to promote and measure outcomes, and the impact of such research. To conclude, some thought is given to ways in which the current research contributes to EBP and possible media for dissemination.

This study surveyed a national sample of school psychologists (N = 105) regarding their training and skills in function-based behavior support planning. Specifically, this study aimed to determine (a) the function-based behavior support planning competencies practicing school psychologists possess and (b) factors that are related to their level of competency (e.g., prior training). School psychologists were asked to identify strategies as function-based, neutral, or contra-indicated when provided with a brief vignette. School psychologists also reported on demographic characteristics and pre-service and post-graduate training in behavior support planning. Currently, very little is known about the function-based behavior support planning competencies school psychologists possess. This study is among the first to directly assess the ability to link the function of behavior to relevant support strategies. Results of the study indicate that an alarming proportion of school psychologists did not meet the criterion for proficiency on this measure. Interestingly, the current study did not find statistically meaningful differences of performance based on characteristics of prior training. Implications for improving function-based behavior support planning competencies of school psychologists and strategies for improving student supports are discussed.

General pediatricians are typically the first professionals to detect the early developmental concerns of young children during their infant and toddler stages. When concerns are identified by the general pediatrician, best practice encourages the referral of young children for further assessment and/or intervention. Due to these factors, this study focused on the methods general pediatricians use in their efforts to implement the American Academy of Pediatrics (AAP) guidelines for the developmental surveillance and screening of young children. Furthermore, this study focused on the barriers faced by general pediatricians and the solutions they have developed to overcome these barriers in their efforts to assist young children with developmental delays and disabilities. Twenty-eight pediatricians who also were members of the Region V Florida Chapter of the AAP provided responses to survey data inquiring about the implementation of AAP guidelines within their settings. Six of the survey respondents were general pediatricians who each participated in a semi-structured interview to gain further insight into their implementation of the AAP guidelines. Additionally, existing barriers were examined to determine the strategies general pediatricians developed to overcome them. The results showed that each of the six general pediatricians reported their engagement in some, if not all recommended AAP guidelines. The general pediatricians shared specific examples of how this was done, which provided valuable data for other general pediatricians who desire to learn effective strategies for implementing AAP guidelines. The interview responses addressed several themes, including training and continuing education, learning about and using developmental screeners, determining the cause of delays and disabilities, referring children with delays and disabilities, using a culturally-sensitive/family centered approach, and increasing parent awareness. General pediatricians also reported how they have overcome the barriers (e.g., limited time and staff members) to following AAP guidelines, as well as barriers that continue to exist (e.g., insufficient reimbursement for preventive care, difficulties serving children from low-income families, etc.). Although this study focused on how general pediatricians have overcome obstacles, multidisciplinary collaboration was emphasized as an integral factor needed to achieve the earliest identification and intervention implementation for young children with developmental concerns.